Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies

IF 3.3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Teaching Research Pub Date : 2024-03-31 DOI:10.1177/13621688241239178

Mehdi Solhi, Ali Derakhshan, Mirosław Pawlak, Büşra Ünsal-Görkemoğlu

引用次数: 0

Abstract

This study set out to scrutinize the interplay between 338 (218 male and 120 female) English as a second or foreign language learners’ second language writing boredom (L2WB) and boredom coping strategies, along with the mediating role of second language writing motivation (L2WM). Structural equation modeling (SEM) analysis indicated that L2WB is negatively associated with L2WM in writing classes. Results also revealed a negative relationship between L2WB and cognitive as well as behavioral approaches to coping with boredom in second language (L2) writing practices. In addition, L2WM was positively predictive of cognitive approach strategy while being negatively predictive of cognitive avoidance strategy in coping with boredom. Results also showed significant indirect effects of L2WB on both cognitive-oriented strategies (i.e. cognitive approach strategy and cognitive avoidance strategy) via L2WM. The implications for L2 teachers, teacher educators, and materials developers are discussed.

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探讨英语语言学习者的第二语言写作厌倦、写作动机和厌倦应对策略之间的相互作用

本研究旨在探讨 338 名（男性 218 人，女性 120 人）英语作为第二语言或外语学习者的第二语言写作厌倦（L2WB）与厌倦应对策略之间的相互作用，以及第二语言写作动机（L2WM）的中介作用。结构方程建模（SEM）分析表明，在写作课上，L2WB 与 L2WM 负相关。结果还显示，在第二语言（L2）写作实践中，L2WB 与应对无聊的认知和行为方法之间存在负相关关系。此外，L2WM 对认知方法策略有正向预测作用，而对认知回避策略应对无聊感有负向预测作用。研究结果还显示，L2WB 通过 L2WM 对认知导向策略（即认知接近策略和认知回避策略）产生了明显的间接影响。本文讨论了这一研究对 L2 教师、教师教育者和教材编写者的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Teaching Research Multiple-

CiteScore

13.20

自引率

7.10%

发文量

116

期刊介绍： Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well. The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications. A wide range of topics in the area of language teaching is covered, including: -Programme -Syllabus -Materials design -Methodology -The teaching of specific skills and language for specific purposes Thorough investigation and research ensures this journal is: -International in focus, publishing work from countries worldwide -Interdisciplinary, encouraging work which seeks to break down barriers that have isolated language teaching professionals from others concerned with pedagogy -Innovative, seeking to stimulate new avenues of enquiry, including ''action'' research