1 School of Humanities and Education, Foshan University, Foshan City, Guangdong Province, China.
2 School of Mathematics and Big Data, Foshan University, Foshan City, Guangdong Province, China.
3 Faculty of Education, the University of Hong Kong, Hong Kong, China.
Received on 14 February 2023; revised on 22 March 2023; accepted on 24 March 2023
The objective of the present study was to explore the direct and indirect effects of academic boredom on foreign language (FL) proficiency in teaching English as a foreign language (EFL). As a prominent negative emotion, the detrimental effect of FL boredom on FL proficiency has been verified. However, the mediating mechanism between FL boredom and FL proficiency, especially the mediating effect of cognitive strategies, needs to be further explored. We recruited 505 Chinese EFL learners (236 female, 46.73%) from one secondary school using convenience sampling to verify the mediating role of elaboration strategies between FL boredom and FL proficiency. Structural equation modelling (SEM) and mediation analysis yielded two major findings. First, FL boredom was negatively correlated with FL proficiency. Second, after controlling for gender and age, FL boredom, mediated through elaboration strategies, influenced FL proficiency. Third, elaboration strategies partially mediated the relationship between FL boredom and proficiency. Implications and limitations are discussed.
FL boredom; Elaboration strategies; FL proficiency; Mediating mechanism
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Yajun Wu and Xia Kang. Academic boredom and foreign language proficiency: Elaboration strategies as the mediator. International Journal of Science and Research Archive, 2023, 08(02), 265–273. Article DOI: https://doi.org/10.30574/ijsra.2023.8.2.0251
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