无聊
精炼(冶金)
理解法
外语
语言学
第二语言损耗
语言评估
语言习得
计算机科学
心理学
自然语言处理
语言教育
数学教育
化学
社会心理学
哲学
物理化学
作者
Chengchen Li,Enhao Feng,Xian Zhao,Jean‐Marc Dewaele
标识
DOI:10.1017/s0272263124000366
摘要
Abstract This cross-sectional and longitudinal study sought to refine the measurement of foreign language learning boredom (FLLB) and examine its links with overall/skill-specific second and foreign language (L2) achievement (curriculum-based course exam scores) and proficiency (Cambridge English test scores). In Substudy 1, we developed and validated an 11-item Foreign Language Learning Boredom Scale–Short Form among secondary and tertiary English as a foreign language (EFL) learners in China ( n 1 = 2,223, n 2 = 504, n 3 = 934, n 4 = 1,109). The scale showed sound psychometric properties (i.e., construct/criterion/convergent/discriminant/predictive validity, reliability, and measurement invariance across time and groups). In Substudy 2, structural equation modeling results show that FLLB had a consistent modest negative effect on overall and skill-specific (vocabulary and grammar, listening, reading, and writing) L2 achievement and proficiency ( n 4 = 1,109). Substudy 3 was a 12-month three-semester longitudinal investigation ( n 4 = 1,109). Cross-lagged panel modeling results show that L2 achievement predicted subsequent FLLB negatively, while FLLB did not predict subsequent L2 achievement.
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