A Control–Value Theory Approach to Boredom in English Classes Among University Students in China

Abstract

There is a growing research interest in a variety of emotions in foreign and second language (L2) classrooms, especially since the introduction of positive psychology. However, research on the ubiquitous emotional experience of boredom is scant. Building on its prevalence and documented deleterious effects, I argue that research on the antecedents for the instigation of boredom is needed. Based on the control-value theory (CVT) of achievement emotions in educational psychology, this study took a mixed methods approach to examine control-value appraisals as antecedents of boredom in English-asa-foreign-language learning among Chinese university students. In line with CVT assumptions, Pearson correlation analyses and regression analyses (N = 2,002) showed that different control-value appraisals predicted boredom uniquely or interactively. Qualitative data from interviews with 11 students and 11 English teachers expanded the quantitative results by including more complexities in the associations between control-value appraisals and boredom. These findings provide further support for the CVT and help to elucidate the instigation of boredom in the L2 learning context. Directions for future research and implications for L2 educational practice are discussed.

Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes

“…More specifically, according to the three-dimension taxonomy of the CVT (Pekrun, 2006), boredom and enjoyment share the two dimensions of the object focus as well as control, that is, they both arise from controllable ongoing activities. The dimension differentiates the value; that is, enjoyment is perceived as an emotion of positive quality while boredom has a negative quality (Li, 2021). Thus, the significant and negative relationships between them might be indicative of their conceptual characteristics and empirically support the CVT in an L2 context.…”

“…The results showed that enjoyment and anxiety were related to learners' confidence, interest, motivation, engagement, cognition (e.g., attention), and finally to their overall English achievement. Li (2021) found that appraisals of perceived control and value negatively predicted boredom, uniquely or interactively, among 2002 Chinese EFL learners. Students who felt more proficient in English and valued their learning more reported feeling less bored, and vice versa.…”

“…Boredom can be defined as an unpleasant affective or psychological state that is associated with low physical and cognitive arousal, specific time perceptions (e.g., dragging or standing still) and action tendencies to disengage from what is going on around (Li, 2021). This entails that boredom is "a combination of dissatisfaction, disappointment, annoyance, inattention, lack of motivation to pursue previously set goals and impaired vitality" (Kruk & Zawodniak, 2018, p. 177).…”

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

“…Under the influence of Pekrun's control-value theory of achievement emotion (Pekrun, 2006) as a second inspiring theory for researching emotions in SLA, positive emotions like enjoyment are seen emerging from the learning activities. Li (2021) maintained that the two influential theories of pp in SLA, namely, Fredrickson (2001) and Pekrun (2006) acknowledge the pivotal role of positive emotions in students' well-being and performance.…”

The Effects of Boredom on EFL Learners' Engagement

“…The control-value theory of achievement emotions (Pekrun, 2006 ; Tulis and Fulmer, 2013 ; Li, 2021 ) asserts if no value is found through the completion of a task, then the students are obliged to implement it whether they like it or not, hence, they are more likely to see boredom emerging with its avoidance behaviors. To put it simply, students feeling more valued and competent are less likely to feel bored.…”