What the study found
The study found that perceived teacher boredom, foreign language learning boredom, and L2 writing motivation are dynamically linked over time. Two reciprocal feedback loops were supported: perceived teacher boredom and foreign language learning boredom, and foreign language learning boredom and writing motivation.
Why the authors say this matters
The authors suggest this matters because boredom and motivation in L2 classrooms are dynamic and reciprocal rather than one-way. They conclude that understanding these feedback loops has pedagogical relevance.
What the researchers tested
The researchers studied 264 English as a foreign language learners and 21 teachers over 10 days using experience sampling, which collects repeated reports across time. They examined three feedback loops: perceived teacher boredom (teachers' boredom as perceived by learners), foreign language learning boredom, and L2 writing motivation, using dynamic structural equation modeling.
What worked and what didn't
Significant positive cross-lagged and feedback effects were found between perceived teacher boredom and foreign language learning boredom, and between foreign language learning boredom and writing motivation. The study also found a negative unidirectional link from perceived teacher boredom to later writing motivation, while writing motivation did not significantly predict later perceived teacher boredom.
What to keep in mind
The abstract does not describe detailed limitations beyond the study's 10-day sampling window and its specific EFL classroom sample. It also does not provide the pedagogical recommendations mentioned at the end.
Key points
- Perceived teacher boredom and foreign language learning boredom reinforced each other over time.
- Foreign language learning boredom and L2 writing motivation also formed a reciprocal feedback loop.
- Higher perceived teacher boredom predicted lower later writing motivation.
- Writing motivation did not significantly predict later perceived teacher boredom.
- The study used 10 days of experience sampling with 264 learners and 21 teachers.
Disclosure
- Research title:
- Teacher boredom and learner boredom reinforce each other over time
- Authors:
- Mehdi Solhi, Majid Elahi Shirvan, Tahereh Taherian
- Institutions:
- Ankara Medipol Üniversitesi, Istanbul Medipol University, University of Bojnord, Yazd University
- Publication date:
- 2026-03-09
- OpenAlex record:
- View
- Image credit:
- Daderot, Wikimedia Commons, CC0
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