Boredom in The Foreign Language Classroom A Micro Perspective

Second Language Learning and Teaching
Mirosław Pawlak
Joanna Zawodniak
Mariusz Kruk
Boredom in
the Foreign
Language
Classroom
A Micro-Perspective
Series Editor
Mirosław Pawlak, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz
University, Kalisz, Poland
The series brings together volumes dealing with different aspects of learning and
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evaluation. The publications reflect state-of-the-art developments in those areas,
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curriculum and materials designers, teachers and undergraduate and graduate
students undertaking empirical investigations of how second languages are learnt
and taught.
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Mirosław Pawlak Joanna Zawodniak
• •
Mariusz Kruk
Boredom in the Foreign

Language Classroom
A Micro-Perspective
123
Mirosław Pawlak Joanna Zawodniak
Faculty of Pedagogy and Fine Arts University of Zielona Góra
Adam Mickiewicz University Zielona Góra, Poland
Kalisz, Poland
State University of Applied Sciences
Konin, Poland
Mariusz Kruk
University of Zielona Góra
Zielona Góra, Poland
ISSN 2193-7648 ISSN 2193-7656 (electronic)

ISBN 978-3-030-50768-8 ISBN 978-3-030-50769-5 (eBook)
https://doi.org/10.1007/978-3-030-50769-5
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You’ll find boredom where there is the
absence of a good idea.
Earl Nightingale
Preface
A foreign language (L2) classroom is a unique kind of learning theater where from
the very outset students find themselves in a stressful, face-threatening situation
of the individuals whose range of L2 resources is limited and whose immature
command of a new language is subject to constant evaluation. They bring into the
classroom different beliefs, expectations and motivations which are more or less
skillfully responded to by the teacher. The extent to which students are successful,
satisfied and determined to pursue their goals depends to a great extent on a con-
stellation of individual difference (ID) factors influencing the learning process (e.g.,
Dörnyei & Ryan, 2015; Pawlak, 2017, 2020a). While there has been an evident
tendency in recent years to shift the emphasis to the positive aspects of L2 learning,
primarily under the influence of positive psychology (e.g., MacIntyre, Gregersen, &
Mercer, 2016; Mercer & MacIntyre, 2014), it is clear that negative emotions have
always played a crucial role in language classrooms. One of them is boredom which
has been reported to be the most pervasively experienced emotion in school settings
(Mercer & Dörnyei, 2020; Pekrun, Goetz, Daniels, Stupnisky, & Perry, 2010) and
which therefore constitutes an overarching concept that guides this volume.
Boredom is among the most neglected, insufficiently understood and underex-
plored emotions, and at the same time, it is referred to as one of the most deacti-
vating, disturbing and aversive human experiences. Although it occupies an
important place in educational psychology, in applied linguistics it is still something
of a terra incognita that necessitates and deserves systematic attention from theorists,
researchers and teachers. The main reason is that for more than several decades,
applied linguists have been preoccupied with examining other, more conspicuous ID
factors, such as motivation, anxiety, aptitude, age, or learning strategies, not real-
izing how devastating boredom can be for students’ work and achievement. This
being the case, the purpose of this volume is to approach the phenomenon of
boredom from the interconnected theoretical, empirical and pedagogical perspec-
tives intended to enhance the understanding of this complex emotion and its place in
the process of teaching and learning a foreign or second language. The book is
composed of four chapters. Chapter 1 presents the concept of boredom in the light
of theories elaborating on its definitions, causes and typologies as well as with
vii
viii Preface
respect to disengagement as its major manifestation. Chapter 2 provides an overview

of boredom-related research which is first discussed with reference to educational
psychology and, second, most importantly, with respect to the main lines of inquiry
focused on the L2 classroom. The theoretical considerations are followed by
Chapter 3 which outlines the methodological underpinnings of the study conducted
for the purpose of this publication whose aim was to shed light on the nature of
boredom in L2 classrooms, its fluctuations as well as the causes of such changes in
two groups of Polish students majoring in English following identical lesson plans.
This empirical investigation approaches boredom from a micro-perspective, where
this negative emotion is examined in a situated manner in the course of naturally
occurring classes with the help of both quantitative and qualitative data collection
instruments. Chapter 4 is dedicated to the presentation of the findings of the research
project as well as the discussion of these findings, attempting to account for the
observed patterns of the experience of boredom and its dynamics, but also
addressing some inevitable limitations of the conducted study. Finally, the conclu-
sion to this monograph briefly summarizes the main outcomes of the study, discusses
the directions of future research concerning boredom in L2 learning and teaching,
both with respect to their goals and methodology, and offers a handful of peda-
gogical recommendations that could help minimize the occurrence of this negative
emotion or aid teachers in combating it. We are confident that this volume will pave
the way for numerous studies helping us further delve into the secrets of boredom
and that it will also provide food for thought for teachers who need to come to terms
with its inevitability in educational contexts and actively seek ways of helping
students face up to and overcome this distressing condition.
Kalisz, Poland Mirosław Pawlak

Zielona Góra, Poland Joanna Zawodniak
Zielona Góra, Poland Mariusz Kruk
Acknowledgements The authors would like to express their deep gratitude to Prof. Aleksandra
Wach (Adam Mickiewicz University, Poznań, Poland) whose insightful comments and sugges-
tions have helped improve the quality of the final version of the present work.
Contents
1 Approaching Boredom from a Theoretical Angle . . . . . . . . . . . . . . . 1

1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Boredom in Philosophy and Literature . . . . . . . . . . . . . . . . . . . . . 2
1.3 The Challenge of Defining Boredom . . . . . . . . . . . . . . . . . . . . . . 4
1.4 The Typological Description of Boredom . . . . . . . . . . . . . . . . . . . 6
1.4.1 State Boredom Versus Trait Boredom . . . . . . . . . . . . . . . . 6
1.4.2 Various Intensities of Boredom . . . . . . . . . . . . . . . . . . . . . 7
1.5 The Antecedents of Boredom . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.6 Dis/Engagement in Relation to Boredom . . . . . . . . . . . . . . . . . . . 10
1.7 Ways of Coping with Boredom in Educational Settings . . . . . . . . 12
1.8 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2 Approaching Boredom from an Empirical Angle . . . . . . . . . . . . . . . 15
2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.2 Research on Boredom in Educational Psychology . . . . . . . . . . . . . 16
2.3 Research on Boredom in L2 Learning . . . . . . . . . . . . . . . . . . . . . 20
2.3.1 Boredom as an Indirect Object of Study . . . . . . . . . . . . . . 20
2.3.2 Boredom as a Direct Object of Study . . . . . . . . . . . . . . . . 23
2.4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
3 Design of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.2 Aims and Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.3 Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.4 Description of the Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
3.4.1 Class 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
3.4.2 Class 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
3.5 Data Collection Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
3.6 Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
3.7 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
ix
x Contents
4 Findings of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 51

4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 51
4.2 Changes in Overall Boredom Levels in Group 1 and Group 2 . . .. 51
4.3 Self-reported Boredom Levels and Class Evaluations
in Group 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 55
4.3.1 Overall Changes in Boredom Levels
in the Two Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 56
4.3.2 Changes in Boredom Levels During Individual Classes . .. 58
4.3.3 Changes in Boredom Levels Within Individual
Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 61
4.3.4 Participants’ Evaluation of the Classes . . . . . . . . . . . . . .. 64
in Group 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 68
4.4.1 Overall Changes in Boredom Levels
in the Two Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 68
4.4.2 Changes in Boredom Levels During Individual Classes . .. 71
4.4.3 Changes in Boredom Levels Within Individual
Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 74
4.4.4 Participants’ Evaluation of the Classes . . . . . . . . . . . . . .. 77
4.5 Factors Responsible for Changes in the Levels of Boredom
in Group 1 and Group 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 81
4.6 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 83
4.6.1 RQ1: What Are the Differences in the Levels of Boredom
in the Classes Taught in Both Groups? What Can
They Be Attributed to? . . . . . . . . . . . . . . . . . . . . . . . . . .. 84
4.6.2 RQ2: How Does the Experience of Boredom Change
and What Patterns Can Be Identified in This Respect? . . .. 86
4.6.3 RQ3: What Are the Differences Regarding the Experience
of Boredom for Individual Students? . . . . . . . . . . . . . . . .. 88
4.6.4 RQ4: What Influences Are Responsible
for the Changes in Boredom Levels? . . . . . . . . . . . . . . . .. 91
4.6.5 Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 93
4.7 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 94
5 Conclusions, Directions for Future Research and Pedagogical
Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Chapter 1
Approaching Boredom
from a Theoretical Angle
1.1 Introduction
This chapter aims to delve into the essence of boredom and specify its place in the
process of second and foreign language learning. The concept of boredom has only
recently attracted the attention of second language acquisition (SLA) researchers,
which explains why it is still an insufficiently researched and thus poorly under-
stood emotion in this particular learning context (Chapman, 2013). This also refers
to teachers whose idea of which activities are or are not boring is based on their
own beliefs, perceptions, sentiments and assumptions rather than on their students’
opinions and preferences, not to mention insights from carefully designed research
studies that are few and far between. At the same time, researchers in the domain of
educational psychology (e.g., Belton & Priyadharshini, 2007; Goetz, Frenzel, Hall,
Nett, Pekrun, & Lipnevich, 2014; Goetz, Frenzel, Pekrun, Hall, & Lüdtke, 2007;
Pekrun et al., 2010; Tulis & Fulmer, 2013) report that boredom is the most intense
and the most commonly experienced academic emotion and that it has been on the
increase among adolescent student populations in relation to different subjects (e.g.,
social studies, math, foreign languages). For this reason, it certainly deserves closer
investigation with regard to its various dimensions, types, sources and manifestations
that may affect learning an additional language. This is because a thorough under-
standing of the complex and equivocal nature of boredom may facilitate a search for
ways of successfully dealing with it in the L2 classroom. The chapter begins with
the presentation of the definitions of boredom that are followed by a discussion of
its typologies and causes. Subsequently, the role of disengagement as part and parcel
of the experience of boredom is explained and, lastly, options that practitioners can
fall back upon to combat this aversive and disturbing emotion are considered, in
particular those that have been proposed by educational psychologists.
© Springer Nature Switzerland AG 2020 1

M. Pawlak et al., Boredom in the Foreign Language Classroom, Second Language
Learning and Teaching, https://doi.org/10.1007/978-3-030-50769-5_1
2 1 Approaching Boredom from a Theoretical Angle
1.2 Boredom in Philosophy and Literature
Although the phenomenon of boredom became subject to regular scientific inquiry

no sooner than in the 1930s, it has been an important philosophical theme since
antiquity. Philosophers were the first to signal problems with defining boredom which
they perceived as a complex condition, common to all human beings, that occurs
in a variety of modes and requires conceptual and phenomenological examination
(O’Brien, 2014). They reflected on the nature of boredom, trying to provide its
typology, seeking ways to overcome it and discovering what it can reveal about the
meaning of life, where it derives from and what phenomena can be explained by
referring to it. Looking into these considerations may be beneficial for grasping the
essence of boredom in the learning process (Toohey, 2011), including the learning
of additional languages.
The etymology of the English word “boredom” can be traced back to the 18th and
nineteenth century when it first appeared in print and it is hypothesized that it was
derived from the past form of the word “to bear”. It can be found in one of the 1829
issues of the British weekly newspaper, The Albion, and in Charles Dickens’ Bleak
House, published in 1853. Before that time, the state of boredom was most frequently
referred to as tedium, acedia, spleen, sloth or ennui (Healy, 1984; Martin, Sadlo, &
Stew, 2006). Interesting views on boredom, which are quite close to the contem-
porary understanding of this concept, were presented by the ancient Roman Stoic
philosopher Lucius Annaeus Seneca (1917), who distinguished two main compo-
nents of this condition: (1) fickleness and restlessness, and (2) lack of motivation and
interest. He also pointed to possible ways of ameliorating boredom, including work
and engagement with practical affairs. The next author worth mentioning is the17th-
century French philosopher, Blaise Pascal (1958) [1670], who associated boredom
with the feelings of helplessness, dependence, inadequacy and emptiness stemming
from life without entertainment, passion and effort. He claimed, however, that despite
the human tendency to seek diversions and distractions, individuals always return to a
pervasive of sense of ennui as a response to their own unimportance and nothingness.
According to the 18th-century German philosopher of the Enlightenment, Immanuel
Kant (1963) [1797], boredom afflicts inactive individuals who have no idea what to
do. His recipe for overcoming this negative experience is to participate in activities
of recreation and diversion (Spacks, 1995). Another interesting stance on boredom
was taken by the 19th-century German philosopher of pessimism, Arthur Schopen-
hauer (2008) [1819], who defined this construct as the reverse side of fascination
and indicated that, next to pain, it is one of the major obstacles on the way to human
happiness. He associated boredom with the vacuity of soul that pushes an individual
towards a hasty and misguided search for excitement, diversion and society. Interest-
ingly, Schopenhauer regarded the proneness to boredom as reflective of intelligence,
believing that individuals with higher intellectual potential require more challenge
and novelty which are not easy to find in the surrounding world. As a result, they have
to withstand prolonged periods of boredom for most of their lives, one of the few
1.2 Boredom in Philosophy and Literature 3
ways of combating this negative experience being the contemplation of art, in partic-
ular music. Yet another author who voiced his opinion on the subject of boredom is
the 19th-century Danish philosopher, Søren Kierkegaard (1992) [1843], who defined
this condition as a sense of inner emptiness resulting from a lack of meaning rather
than an absence of diversion. At the same time, he stressed the fact that despite its
sedateness and solidity, boredom can initiate and encourage action As far as the
means of preventing this negative emotion are concerned, Kierkegaard emphasized
the importance of idleness, understood as fertile solitude and readiness to perceive
life as a collection of moments to be filled with meaning rather than a sequence
of tasks to be performed. Finally, it is worth mentioning that for the 20th-century
English moral philosopher, Bernard Williams (1973), not being bored can at least in
some circumstances be the evidence of one’s inability to notice and reflect, which is,
in turn, indicative of intellectual and ethical failure (Kuhn, 1976).
Aside from philosophers, the concept of boredom has occupied the minds and
thoughts of a number of writers (e.g., Charles Baudelaire, Joseph Brodsky, George
Gordon Byron, François-René de Chateaubriand, Fyodor Dostoevsky, Leo Tolstoy,
Henrik Ibsen, August Strindberg, Thomas Stearns Eliot) who used their imagination
and literary skills to specify its place in human life (Martin et al., 2006). One of the
authors whose works offer insights into the nature of boredom is the 19th-century
French poet and essayist, Charles Baudelaire (2012) [1857]. His interpretation of this
phenomenon undergoes a kind of evolution as he proceeds from portraying it as a
monster to be struggled with to viewing it as an internal element of creativity (Healy,
1984; Spacks, 1995). Consequently, boredom is represented in his writings as an
action-provoking force making individuals look for something that could keep them
alive. It is also worthwhile to comment on the approach to boredom embraced by one
of the major 20th-century American poets, essayists, playwrights and social critics,
Thomas Stearns Eliot. He perceived it as a socio-cultural phenomenon emerging from
the tough historical experience, in this case that of World War II, which evidently
added to the meaninglessness and absurdity of human existence and contributed to
the pervasiveness of boredom. In this way, Eliot linked this condition to modernism,
portraying it as a state accompanied by uncertainty, insecurity and decay as well
as identifying it with emotional numbness, blankness and bankruptcy (Eliot, 1961,
as cited in Labang, 2010, p. 44; Kim, 2013). The phenomenon of boredom has also
featured prominently in the thoughts of the 20th-century Russian-American poet and
essayist, Joseph Brodsky (1995), who metaphorized it as the psychological Sahara
that is everyone’s window on the infinity of time, with its redundancy, monotony and
repetitiveness. To be more precise, he argued that boredom can be instrumental in
teaching the life’s most precious lesson of human insignificance, littleness and finite-
ness; such a lesson should put an individual’s life into a proper perspective increasing
his or her sense of humility and reducing any signs of self-aggrandizement. Finally,
Brodsky asserted that it is important to embrace boredom so as to better understand
its mechanisms and claimed that the most effective antidote to this negative emotion
is passion for doing things.
1.3 The Challenge of Defining Boredom
There is no consensus on one single, unanimously accepted definition of boredom,

which should not come as a surprise because it is a complex construct consisting
of and interacting with a lot of different factors as well as having many faces and
stemming from a variety of causes (cf. Ally, 2008; Caldwell, Darling, Payne, &
Dowdy, 1999). It is often described in a self-referential way as, for example, tedium,
anguish, listlessness, lethargy, the blahs, doldrums or languor. This makes its image
all the more blurred and at the same time reveals its aversive and highly disturbing
nature (Brodsky, 1995; Goldberg, Eastwood, LaGuardia, & Danckert, 2011; Martin
et al., 2006; Vodanovich, 2003; Weinerman & Kenner, 2016).
There are a variety of definitions attempting to depict the essence of boredom
by addressing its many different characteristics. Perhaps the most general one was
formulated by Fahlman (2009), who posited that the experience of boredom, usually
referred to as an emotion, a feeling, an affect, a drive, or a state, draws on a combi-
nation of disengagement, dissatisfaction, attention deficit, distorted time perception
and decreased vitality. She refers to it as a “silent” emotion because, while it can
be easily identified by careful observers, it does not have such a disruptive effect
on what transpires in the classroom as anger and anxiety. Boredom is also found
among achievement emotions since it emerges from achievement-related contexts,
including in-class instruction and study, as well as out-of-school learning (Pekrun,
2006; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011). Students are bored as a
consequence of a lack of activity from which they could generate pleasure and, there-
fore, they fail to see purpose in the learning endeavor (Eastwood, Frischen, Fenske,
& Smilek, 2012). In effect, their motivation to perform tasks and activities or engage
in self-regulated learning is decreased and they are less likely to make an effort
cognitively (Preckel, Götz, & Frenzel, 2010). Once they realize they have nothing
to do that they like, they tend to resort to avoidance behaviors (Mann & Robinson,
2009; Pekrun et al., 2010). Although usually considered to be a distinct emotion,
boredom may resemble to a certain extent such conditions as anhedonia, apathy and
depression (Goldberg et al., 2011).
Boredom can be approached from a broad array of psychological and
social/sociological perspectives, which only adds to its perception as an equivocal
and complex phenomenon (Weinerman & Kenner, 2016). In psychology, it is defined
as a permanent (trait) or temporary (state) affective experience which may severely
inhibit the learning process (Acee et al., 2010; Daniels, Tze, & Goetz, 2015; Goetz,
Cronjaeger, Frenzel, Lüdtke, & Hall, 2010; Nett, Goetz, & Daniels, 2010). Boredom
is often associated with an acute lack of interest which is accompanied by concentra-
tion problems and which negatively impacts one’s performance of the task at hand
(Fisher, 1993; Nett, Goetz, & Daniels, 2010). It should be noted, however, that lack
of interest is not merely the flipside of boredom whose emotional load is heavier
than that of the former. In other words, boredom is in most cases a painful and frus-
trating experience, whereas lack of interest and enjoyment is a neutral state with
different motivational consequences. More specifically, while lack of interest entails
1.3 The Challenge of Defining Boredom 5
neither the will to participate in an activity nor the desire to escape it, boredom
directly leads to the state of being disengaged, thus triggering avoidance behaviors.
There is of course some kind of relationship between lack of interest and boredom
but it is more of a cause-and-effect nature as the former may result in the latter
(Goetz & Frenzel, 2006; Pekrun et al., 2010). In sociology, the concept of boredom
is explained with reference to adolescents and young adults who find it difficult to
accept the adult system of values to which they respond with diverse manifesta-
tions of boredom. More precisely, boredom is viewed here as a component of the
individual’s persona adopted as a means of resistance to school authority reflected
in the rules and restrictions imposed by the educational system (Brumhead, Searle,
Trowbridge, & Williams, 1990; Larson & Richards, 1991).
In some of the definitions, emphasis is laid on the arousal dimension of boredom.
There is a controversy over whether boredom stems from a higher or a lower activa-
tion of peripheral physiological processes. For example, according to Fisher (1993),
Harris (2000) and Mikulas and Vodanovich (1993), boredom is a painful condi-
tion of fairly low arousal and dissatisfaction ascribed to an insufficiently stimulating
environment. By contrast, Barbalet (1999) defines boredom as a high arousal state
that contributes to feelings of restlessness and irritability, thus having nothing in
common with acceptance or resignation (see also Berlyne, 1960; Fenichel, 1934).
At the same time, Vogel-Walcutt, Fiorella, Carper and Schatz (2012) maintain that
boredom is a condition of either increased or suppressed arousal resulting from indi-
vidual learner characteristics and/or situation-specific factors. Finally, Leary, Rogers,
Canfield and Coe (1986) suggest that there exists an optimal level of arousal at which
boredom will not occur, though it may be experienced above or below this optimum
threshold. Boredom is also discussed in relation to gifted individuals and it is not yet
clear whether it is more symptomatic of low- or high-ability learners (Preckel et al.,
2010). On the one hand, this negative emotion is reported to be a defining character-
istic of low-ability and low-achieving students who stop focusing on what is going
on in anticipation of failure. However, on the other hand, it might as well pose a
threat to gifted students who do not feel sufficiently challenged or stimulated. This is
especially likely to happen when they attend classes adjusted to their average-ability
counterparts, which leads the more gifted learners to play truant and/or reduce the
amount of effort that they are prepared to invest in learning (Larson & Richards,
1991; Pekrun et al., 2010; Plucker et al., 2004).
As has been shown above, there have been systematic attempts to approach
boredom from a broader perspective, viewing it as something more than just a purely
emotional condition. In line with this reasoning, Nett et al. (2010) and Pekrun (2006)
discuss boredom as a multifaceted condition composed of affective, cognitive, phys-
iological, expressive and motivational factors. Therefore, they suggest that boredom
includes unpleasant feelings, the impression that time is slowing down, reduced
arousal, various extralinguistic and vocal manifestations of this experience, as well
as a desire to make some changes or terminate the tedious situation. This multidi-
mensionality of boredom, together with the lack of consensus on its components as
well as the controversy over its role in the learning process (Martin et al., 2006) make
it a unique and nebulous phenomenon (Daniels et al., 2015), which surely deserves
to be systematically and thoroughly investigated.
1.4 The Typological Description of Boredom
Different authors have attempted to disentangle the complexities of boredom, classi-

fying it into distinct subtypes which would help us better understand how it functions
as well as identifying the factors that play a part in shaping it. With this purpose in
mind, they distinguish between endogenous and reactive boredom, where the former
comes from the inside of the learner and the latter is generated in response to what
takes place in their environment (Neu, 1998). They also describe this emotion in
terms of its task-focused and self -focused quality, the former being connected with
having to do meaningless tasks, and the latter referring to situations when students are
frustrated (Acee et al., 2010). Some researchers (Malkovsky, Merrifield, Goldberg,
& Danckert, 2012; Weir, 2013) indicate that boredom could be a force culminating
either in lethargy, when students remain apathetic, or agitation, when they simmer
with unused energy. Yet other scholars, for the most part philosophers and psychoan-
alytic thinkers (e.g., Frankl, 1962; Maddi, 1970; O’Connor, 1967), focus on chronic
or existential boredom which has much in common with depression. Since the final
two typologies, pertaining to the in/stability and intensity of boredom, allow more
complete understanding of its intricacies in connection with the language classroom,
they will be discussed in greater detail below.
1.4.1 State Boredom Versus Trait Boredom
Similarly to other individual difference variables examined in research on L2 learning

(e.g., self-esteem, anxiety, motivation) (Masgoret & Gardner, 2003; Pawlak, 2020a;
Plonsky & Sudina, in press), boredom can be referred to as a more situation-specific
attribute or as a more general disposition characterizing individuals. State boredom
is a transient, context-dependent, short-term condition that results from an indi-
vidual’s perception of their immediate learning environment as impoverished and
thus not sufficiently stimulating (Bench & Lench, 2013; Fahlman, 2009). This type
of boredom can be experienced in a wide range of situations, when, for instance,
teacher instructional practices are not adjusted to students’ proficiency and ability
levels, teaching methods are repetitive and unchallenging, or selected tasks do not
meet students’ expectations or fail to arouse their interest. State boredom can also
be triggered by different institutional constraints imposed on learners, limited self-
control or the requirement to pursue goals that are unclear or unfocused, thus being
difficult to achieve (Vogel-Walcutt et al., 2012; Weinerman & Kenner, 2016). This
type of boredom results from low arousal caused by dissatisfaction, disinterest or frus-
tration and it can be characterized by constant fluctuations over time. State boredom is
1.4 The Typological Description of Boredom 7
a negative, yet reversible, psychological condition that can work to students’ advan-
tage because it has the potential of motivating them to search for new goals and
alternative solutions conducive to the implementation of change (Sharp, Hemmings,
Kay, Murphy, & Elliott, 2017; Vogel-Walcutt et al., 2012).
As for trait boredom, it is equated with boredom proneness and, as such, it refers
to individuals who are extremely susceptible to experiencing this negative emotion.
To be more precise, boredom seems to be an inherent part of their personality, which
means that they exhibit a tendency to be permanently disengaged and/or disinter-
ested. Researchers further categorize this more stable type of boredom into external
boredom proneness, connected with the perception of environment as uninteresting,
and internal boredom proneness, referring to one’s difficulty in generating involving
things to do (Macklem, 2015). Students who are more prone to experiencing boredom
also have the tendency to succumb to negative rather than positive emotions. Conse-
quently, they can encounter difficulty controlling anger in everyday situations as
well as can experiencing higher levels of impulsivity and aggression than their peers
(Barnett & Klitzing, 2006; Dahlen, Martin, Ragan, & Kuhlman, 2004). On the one
hand, students exhibiting susceptibility to boredom tend to be extraverted, but, on the
other, they often act as if they were shy and can easily be hurt (Gordon, Wilkinson,
McGown, & Jovanoska, 1997). Trait boredom has been reported to correlate with
introspectiveness, loneliness, negative affect (e.g., hostility and aggression), and a
variety of dysfunctional behaviors (e.g., sleep disorder, drug abuse, eating disor-
ders, juvenile delinquency, gambling) (Anshel, 1991; Blaszczynski, McConaghy,
& Frankova, 1990; Gana, Deletang, & Metais, 2000; Gordon et al., 1997; Kass,
Wallace, & Vodanovich, 2003; Mercer-Lynn, Hunter, & Eastwood, 2013; Newberry
& Duncan, 2001; Vodanovich & Rupp, 1999). It has also been shown to be related to
school absenteeism and dropout, lower school achievement, lower grades, anxiety,
lower levels of self-actualization, reduced willingness to speak and decreased moti-
vation (Bridgeland, Bruce, & Hariharan, 2013; Daschmann, Goetz, & Stupnisky,
2011; Kass et al., 2003; LePera, 2011; McLeod & Vodanovich, 1991; Sommers &
Vodanovich, 2000; Toohey, 2011). Despite the obvious differences between state
and trait boredom, the two conditions may overlap when the external and internal
experience of this negative emotion is put together. This means that an individual
can be both generally susceptible to boredom as well as bored at a particular point in
time due to the unchallenging or unrewarding environment (Fahlman, 2009; Todman,
2003).
1.4.2 Various Intensities of Boredom
Boredom can also be classified with respect to its intensity. This can be seen
in the classification put forward by Goetz et al. (2014), which can be referred
to as describing multiple boredoms and pertaining to the different degrees of
un/pleasantness of this emotion. These are as follows:
• Indifferent boredom is a state of pleasantly experienced fatigue, calmness and

withdrawal, which usually occurs in students’ free time.
• Calibrating boredom is a moderately unpleasant state of dispersed thoughts
wandering off the topic being discussed, the content addressed in the classroom, or
the materials used to illustrate it. Students who experience this boredom subtype
do not like the situation they are in and need to change it but they are at a loss not
knowing how to attain this goal.
• Searching boredom is an unpleasant experience of restless yet creative students
who are determined to change the situation they found themselves in. As a result,
they actively seek opportunities for doing something else, including hobbies and
more involving activities.
• Reactant boredom is a strongly unpleasant and aversive emotion typical of
students who desperately want to find a way to avoid it, whose arousal levels
are high, and who may, as a result, act in an angry or even aggressive manner.
However, unlike students experiencing searching boredom, instead of looking
for more interesting things to do, they tend to deflect blame for being bored onto
different external factors, such as, for instance, the teacher, the topic, the materials
employed in the classroom, the subject, or the syllabus.
• Apathetic boredom is an exceptionally unpleasant experience that character-
izes dissatisfied and helpless individuals whose levels of positive and negative
emotions are equally low.
While four of these subtypes (i.e., indifferent, calibrating, reactant and apathetic
boredom) alienate students from their passions, interests and desires, searching
boredom seems to offer them a chance to discover or realize their goals and think
how they could accomplish them. In other words, searching boredom may serve
the function of a motivating force which is likely to trigger a need for meaningful
engagement (van Tilburg & Igou, 2011).
1.5 The Antecedents of Boredom
Boredom can be traced back to a wide array of factors which have been discussed
by a number of models and theories discussed in the present section. They provide
a psychologically relevant explanation why some students may be withdrawn from
tasks and activities perceived by others as interesting and, as a result, they may refuse
to invest the necessary effort in trying to perform them. These theoretical positions
are explained in some detail below:
• The under-stimulation model (Larson & Richards, 1991) shows boredom as
emerging from a paucity of new stimuli that could encourage students to actively
seek new facts and investigate the world around them. In other words, if students
are taught by being told what to do and/or by memorizing rather than by being
given problems to solve in their own trial-and-error way, they are likely to switch
off, which triggers boredom.
1.5 The Antecedents of Boredom 9
• The forced-effort model (Hill & Perkins, 1985; Pekrun et al., 2010) posits that
boredom results from being compelled to invest mental energy in doing tasks
which are regarded as monotonous, repetitive and lacking in challenge. This
mainly happens when the teacher acts as a controller, according students very
few or no opportunities to take charge of their own learning.
• The attentional theory of boredom proneness (Carriere, Cheyne, & Smilek, 2008;
Cheyne, Carriere, & Smilek, 2006; Eastwood, Cavaliere, Fahlman, & Eastwood,
2007; Fisher, 1993; Harris, 2000; LePera, 2011) asserts that boredom is the conse-
quence of an individual’s difficulty in taking attentional control over the task at
hand. To be more precise, if a given task does not meet students’ interests, concerns
or expectations, they will have to generate self-sustained attention, which will give
them the impression that time is slowing down, thus contributing to the experience
of boredom. This theory clearly shows that inattention can be viewed not only as
one of the components of boredom (Fahlman, 2009) but also as its cause. Failure
to engage attentional processes may exert a negative impact on learners’ motiva-
tion as well as diminishing their persistence in task performance. For this reason,
particular importance needs to be attached to fostering self-awareness of attention
as a way of helping students overcome boredom-related problems (Damrad-Frye
& Laird, 1989; Eastwood et al., 2012).
• The control-value theory of achievement emotions (Pekrun, 2006; Pekrun et al.,
2010; Tulis & Fulmer, 2013) proposes that students’ emotional experiences,
including boredom, are predicted by their appraisals of control that they have
over a given task and the value that they attribute to it. If no value or valance
is perceived in the completion of this task and if learners feel obliged to do it
regardless of whether they like it or not, then the most likely outcome will be the
emergence of boredom with its avoidance behaviors, passivity and reduction of
cognitive focus. It has to be stressed that a lack of perceived intrinsic value of the
task being performed, connected with its uninvolving and uninteresting nature,
is more influential for the instigation of boredom than failure to see its extrinsic
benefits.
• The emotion theory (Eastwood et al., 2007, 2012) stipulates that an important
antecedent of boredom may be an individual’s alexithymic inability to identify,
access, understand and communicate their own feelings. This emotional unaware-
ness, typical of externally oriented students, makes the learning process a stren-
uous and unrewarding experience fraught with difficulties in diagnosing one’s
problems as well as finding effective solutions.
• The Menton Theory of Boredom (Davies & Fortney, 2012) indicates that cognitive
processing necessary for task performance requires the use of mental energy units,
referred to as mentons, and that boredom can be caused not only when an indi-
vidual has a surplus of mentons but also when their number is insufficient. More
specifically, students can be bored as a result of being exposed to over-challenging
as well as under-challenging tasks, in which case boredom has a positive function
of motivating them to seek new incentives for action and therefore constructively
use the excess energy at their disposal.
• The dimensional model (Pekrun et al., 2010) focuses not only upon the deacti-
vating quality of boredom, but also upon its activating potential. More specifically,
in some circumstances, when, for example, students have been bored for too long,
their activity levels may display a rising tendency in response to their attempts
to sustain attention or combat frustration at being unable to change the situation.
In this sense, boredom can be again viewed as serving a motivating function of
helping students persist in completing the assigned task (Tulis & Fulmer, 2013).
Boredom can also be connected with a lack of meaning in learning, which entails
an inability to set one’s own goals and which is likely to result in lower levels of self-
regulation or diminished readiness to plan, monitor, control and reflect on one’s own
actions (Arsenio & Loria, 2014; Grund, Brassier, & Fries, 2014; Wolters & Taylor,
2012; Zimmerman, 1998). If school tasks are situationally meaningless, having little
or no relationship to real-life contexts, students will perceive them as boring and
undeserving of their perseverance or engagement (Eastwood et al., 2012; Yeager
et al., 2014).
1.6 Dis/Engagement in Relation to Boredom
One of the crucial components of boredom is disengagement, which results in lower

performance, thus impeding the learning process (Fahlman, 2009; Pekrun et al.,
2010). Bored students switch off and avoid participating in activities, even though
others may regard them as satisfying (Martin, Anderson, Bobis, Way, & Vellar,
2012; Schreck, 2011). Because preventing disengagement is usually considered to
be synonymous with overcoming boredom (Macklem, 2015), it is worthwhile to
discuss the nature of the former, which, however, would be difficult without first
addressing of the concept of engagement.
Engagement is what educational psychology currently focuses on and what repre-
sents one of its leading research topics (Sinatra, Heddy, & Lombardi, 2015). It can
be defined as an intense experience of simultaneous concentration on, interest in
and enjoyment of the task at hand (Shernoff, 2013), which contributes to active
and effortful involvement (participation) in it (Appleton, Christenson, & Furlong,
2008; Fredricks, Blumenfeld, & Paris, 2004). While many educational psychol-
ogists view engagement as enabling meaningful learning in all possible contexts
(Christenson, Reschly, & Wylie, 2012; Pekrun & Linnenbrink-Garcia, 2012; Sher-
noff, 2013), applied linguists (e.g., Mercer & Dörnyei, 2020) posit that it plays an
even more important role in the L2 classroom where a lot of emphasis is placed on
communication skills whose development necessitates active involvement. Given the
unique, face-threatening nature of the L2 learning process, it may be a formidable
challenge for teachers to encourage student engagement.
Engagement is a multifaceted phenomenon and an indispensable part of the
learning process. This disposition relies on a number of factors, such as effort and
prosocial actions (i.e., behavioral engagement), high levels of enthusiasm entailing
1.6 Dis/Engagement in Relation to Boredom 11
low levels of anxiety and boredom (i.e., emotional engagement), learning strategy
use and self-regulation (i.e., cognitive engagement), and/or conscious attempts to
enrich one’s learning experience (i.e., agentic engagement) (Finn & Zimmer, 2012;
Mahatmya, Lohman, Matjasko, & Farb, 2012; Veiga, Reeve, Wentzel, & Robu, 2014).
In this way, “the soft skills of engagement” (Schreck, 2011, p. 4) can be associated
with meaningful learning that goes hand in hand with active participation in task
performance, which in turn is conducive to achieving success in SLA. Of all the four
aspects of engagement indicated above, the most crucial for the language classroom
is the behavioral one as it is directly connected with the actual, here-and-now real-
ization of an individual’s learning potential (Dörnyei, 2019; Oga-Baldwin, 2019). It
is also possible to distinguish two different dimensions of engagement, internal and
external. The former is the amount of time and effort expended by an individual in the
learning process, whereas the latter involves the measures taken at the institutional
level to handle its resources and organize the curriculum as well as other learning
options and support services intended to encourage participation in activities believed
to result in expected outcomes (e.g., persistence and satisfaction) (Harper & Quay,
2009; Kuh, 2009; Kuh, Klinzie, Buckley, Bridges, & Hayek, 2006). Although not
very firmly grounded in SLA literature, the notion of engagement was discussed a
decade ago by such scholars as Ellis (2010) in relation to corrective feedback and
Svalberg (2009) in relation to language awareness.
The reason why engagement deserves a lot of attention from teachers and
researchers is that it serves as a behavioral means of realizing students’ motivation
and as such it may directly contribute to their development (Jang, Reeve, & Deci,
2010). Participatory engagement is likely to protect their motivation from possible
distractions and make them perceive encountered obstacles as worth tackling and
overcoming. Since the nature of such engagement is concrete and straightforward,
teachers can initiate and regulate it as well as observe how well they have done
in this respect. Encouraging active involvement in the L2 classroom is an oppor-
tunity for preventing disruptive behaviors and reducing negative emotions, such as
anxiety, frustration and boredom. While engagement is a manifestation of motiva-
tion, boredom is overtly revealed by disengagement, which is why the latter condition
deserves serious consideration below.
Disengagement represents the flip side of engagement that refers to the learner’s
withdrawal from active participation in the task at hand because of the inability
to derive pleasure, interest and/or satisfaction from it (Henry & Thorsen, 2018;
Macklem, 2015). Disengagement is a condition akin to amotivation, because it
comprises a complete lack of effort, alienation from one’s desires and passions,
as well as feeling discouraged from getting involved in the learning environment,
perceived as impoverished (Skinner, Kindermann, Connell, & Wellborn, 2009).
Disengagement decreases positive emotions, increases helplessness and has a nega-
tive effect on self-esteem and self-regulated learning (Lam, Wong, Yang, & Lui, 2012;
Peterson, Maier, & Seligman, 1993). In effect, disengaged students either resort to
avoidance behaviors or seek ways to change the frustrating situation, depending on
their individual characteristics as well as environmental factors. Once disengaged,
students feel stuck in the present, distracted and reluctant to go on doing the task at
hand, which altogether contributes to the experience of boredom (Daschmann et al.,

2011). Some authors (e.g., Skinner, 2016; Skinner, Kindermann, & Furrer, 2009)
assert that disengagement in its pure form does not occur too frequently in formal
school settings which, due to various institutional restrictions, are not particularly
conducive to total non-commitment. This is why rather than speaking of disengage-
ment that refers to more extreme behaviors, they prefer to use the term disaffection
which, being marked by disinterest, apathy, resignation and reduced effort, better
specifies what may go on in the classroom. Looking at boredom through the lens of
disengagement and its weaker variant (disaffection) may enhance our understanding
of this complex emotion and allow handling it in a more systematic, psychologically
relevant way.
1.7 Ways of Coping with Boredom in Educational Settings
Careful analysis of the models and theories elaborating on the antecedents of boredom
discussed in this chapter seems a good point of departure for indicating remedial
actions that can be taken by teachers and students who are determined to confront
this perplexing experience. In order to successfully address the causes of boredom
and come up with a tentative list of ideas for intervention, it is necessary to take into
account the types of proposed activities, the learning environment, individual students
together with their expectations, abilities and preferences, and the intricate interplay
between learners and their environment (Fisher, 1993). Although the ideas outlined
in this section derive for the most part from the field of educational psychology, many
of them are likely to be relevant to battling boredom in L2 teaching and learning,
which will be the focus of Chapter Two.
Daniels et al. (2015) and Nett et al. (2010) distinguish and comment on three
boredom-coping profiles classifying students as evaders, criticizers and reappraisers.
Evaders typically fall back upon avoidance strategies which help them escape partici-
pation in uninteresting or unchallenging tasks and find other things to do. Criticizers’
disapproving attitude to boredom is reflected in their attempts to reduce its level by
pinning the blame for their condition on the teacher. As regards reappraisers, they are
the most reflective group, viewing boredom as an internally determined condition
and intending to extend control over a given task by incorporating its content into
their value system, which would enable them to re-engage with the material being
covered.
Some authors (e.g., Eastwood et al., 2007, 2012; Weinerman & Kenner, 2016)
point to developing boredom awareness as one of the crucial responsibilities of a
present-day teacher who, given that this negative emotion is common to most students
in virtually all learning environments (Goetz et al., 2014; Pekrun et al., 2010), should
even arrange a class in which boredom would be openly discussed rather than treating
this unfavorable condition as a taboo topic. Training students in boredom-focused
mindfulness (Feldman & Kuyken, 2019), which would enable them to accept a
temporary lack of stimulation, and better understand their own feelings and needs, is
1.7 Ways of Coping with Boredom in Educational Settings 13
an opportunity for them to attend to activities with more intentionality, equanimity,

perseverance and engagement (Eastwood et al., 2007).
An important recommendation is that the teacher should give students choices
connected with who they will work with or what topics they will discuss so that they
can feel more in control of the learning process and, as a result, more motivated to
participate in classroom activities and persist in the tasks they are assigned (Caldwell
et al., 1999; Patall, 2013). Boredom can also be reduced by the enhancement of
mastery goals which are beyond immediate reach and, as such, push students towards
excellence showing them the real value of effort and progress, and enabling them to
realize the role of self-regulation strategies in the learning process. Individuals who
set and pursue mastery goals are less prone to give up in adverse circumstances and at
the same time more determined to search for task-related self-improvement (Ames,
1992; Furner & Gonzalez-DeHass, 2011; Mattern, 2005; Pekrun, 2006; Turner &
Husman, 2008). Another factor likely to lower students’ boredom levels and also
positively impact the emotional climate in the classroom is teacher enthusiasm about
the content of classes and their academic value as well as respect for students’ needs
and attitudes (Frenzel, Pekrun, & Goetz, 2007; Gregory, Allen, Mikami, Hafen, &
Pianta, 2014). What else needs to be mentioned is the provision of appropriate,
positive affective feedback as a means of addressing students’ appraisals and thus
helping them believe in their own abilities, which may encourage them to seek
opportunities for combating boredom (Goetz et al., 2010; Pekrun, 2006). Last but
not least, all kinds of proactive, learner-centered interventions have to be emphasized
as conducive to enhancing engagement and hence promoting meaningful, hands-on
contexts with the challenge set at the right level (Prince, 2004; Smith & Cardaciotto,
2011).
1.8 Conclusion
As has been repeatedly shown throughout this chapter, boredom remains an insuf-
ficiently understood and researched learner variable when it comes to educational
settings in general and the L2 classroom in particular. It has also been demonstrated
that, although silent and elusive, boredom is a deleterious, distressing and debilitating
emotion with serious implications for students who find the learning environment
unchallenging and unrewarding. On the one hand, boredom is one of the greatest
maladies of the modern world, while on the other, it is an essential, to some extent
inherent, part of human behavior and mentality with its brighter and darker, initiative-
and withdrawal-provoking sides. It is an emotion characterized by various degrees of
intensity, with the effect that students may experience it in more or less un/pleasant
ways. This is connected with their decision whether or not to be active and search for
possibilities of actively coping with this negative condition. The complexities of the
multidimensional phenomenon of boredom have been explained within the frame-
work of a number of models and theories shedding light on its numerous antecedents,
including, among others, a paucity of novel stimuli, excessive teacher control, situ-
ational meaninglessness, attentional constraints, and the overuse or the underuse of
mental energy units. The role of many of these factors in affecting student boredom
will be presented in Chapter Two devoted to an overview of the most important studies
examining this construct in different educational environments with a particular focus
on teaching and learning additional languages.
Chapter 2
Approaching Boredom
from an Empirical Angle
2.1 Introduction
The present chapter aims to provide an overview of empirical investigations into

the much neglected phenomenon of boredom, first, with respect to educational
psychology, and, second, in relation to L2 learning. Since this negative emotion is
the most intense and the most frequently experienced in educational settings (Goetz
et al., 2014; Pekrun et al., 2010) and since there is still a dearth of empirical evidence
concerning this issue (Chapman, 2013; Kanevsky & Keighley, 2003; Macklem,
2015), boredom certainly calls for more research endeavors that would shed light
on its numerous aspects, thus helping us more fully comprehend its complexity and
multidimensionality. The attempts that have already been made with this goal in
mind are described below. The overview will begin with studies where boredom was
explored in contexts other than the L2 classroom, including, for instance, different
school subjects and out-of-class situations. This will be followed by the discussion of
the handful of studies that have addressed boredom in relation to L2 learning. First,
emphasis will be placed on the few studies that have investigated this phenomenon in
an indirect manner, that is, in the process of examining other variables and other facets
of L2 student behavior. Second, the focus will be shifted to research projects that
have addressed boredom directly, most of which have been designed and conducted
by the present authors in the Polish educational context. These empirical investiga-
tions have been undertaken with the intention of directly examining this negative
emotion in relation to its smallest building blocks and fluctuations observed over
longer periods of time as well as developing tools that can be used to measure its
levels.

16 2 Approaching Boredom from an Empirical Angle
2.2 Research on Boredom in Educational Psychology
Despite the pervasive, debilitating and distressing nature of boredom, which is

reported to have a deleterious effect on the learning process in general (Tidwell,
1988; Wegner, Flisher, Chikobvu, Lombard, & King, 2008), little empirical atten-
tion has been given to this issue and the vast majority of studies conducted to date
have adopted a quantitative design, which leaves the picture of this complex emotion
incomplete (Martin et al., 2006). Nonetheless, the studies overviewed in this section
shed some light on different aspects and dimensions of boredom, such as its causes,
strategies that can be employed to cope with it, its place in out-of-school contexts
and in learning various school subjects, or its connection with the perceived control
over and value of the tasks performed.
Daniels, Tze, and Goetz (2015)

Ways of combating boredom caught the attention of Daniels et al. (2015) who quan-
titatively examined the extent to which 446 Canadian university students’ boredom
coping profiles may be related to perceived causes of this emotion. The data were
collected with the help of the 5-point Boredom Coping Scale (BCS) and the English
version of the 5-point Precursors to Boredom Scale (E PBS) (Daschmann et al., 2011)
which was used to measure eight causes of boredom, that is, over-challenge,
under-challenge, lack of meaning, monotony, opportunity costs, teacher dislike, low
involvement and general boredom. The analysis yielded results that were in line
with Nett et al.’s (2010) distinction as all the three boredom coping profiles, that is,
evaders, criticizers and reappraisers (see Sect. 1.7 in Chap. 1), were identified and
significant differences for each of the eight antecedents of boredom were detected
between the three groups. When it comes to more specific results that are worth high-
lighting, evaders were found to link their boredom to as many as seven causes, which
implies that, with the increase of the number of its precursors, students become deter-
mined to deal with this problematic emotion by resorting to avoidance behaviors.
It was also observed that the students who perceived their boredom as a permanent
condition were more likely to represent the evader or criticizer profile. The respon-
dents who indicated a smaller number of reasons for boredom, usually excluding
over-challenge, teacher dislike, lack of involvement or lack of meaning, were more
likely to be classified as reappraisers. Finally, teacher dislike was the only antecedent
of boredom that distinguished criticizers and evaders differently from reappraisers.
Malkovsky, Merrifield, Goldberg, and Danckert (2012)

Malkovsky et al. (2012) set out to quantitatively investigate the relationship between
boredom proneness, sustained attention and adult symptoms of attention deficit
hyperactivity disorder (ADHD). A total of 48 Canadian university undergraduates
participated in this study and its data were collected by means of five questionnaires,
including the Boredom Proneness Scale (Farmer & Sundberg, 1986), the Mindful
Attention and Awareness Scale (Brown & Ryan, 2003), the Attention-Related Cogni-
tive Errors Scale (Cheyne et al., 2006), the Conners’ Adult ADHD Rating Scale-Short
Version (Conners, Erhardt, & Sparrow, 2003), and the 7-item depression subscale
2.2 Research on Boredom in Educational Psychology 17
of the Depression Anxiety Stress Scale (Antony, Bieling, Cox, Murray, & Swinson,
1998). The findings demonstrated that boredom proneness can be divided into two
separate types: (1) an apathetic boredom-prone state, which characterizes individuals
who lack motivation to engage in particular tasks, and (2) an agitated boredom-prone
state, which relates to those individuals who lack satisfaction, even though they are
motivated to get involved in learning activities. Apathetic boredom proneness was
found to negatively correlate to attentional control, while agitated boredom prone-
ness was shown to be negatively associated with sensitivity to errors and positively
associated with ADHD symptoms.
Pekrun, Goetz, Daniels, Stupnisky, and Perry (2010)

Drawing on the control-value theory of achievement emotions (Pekrun, 2006),
Pekrun et al. (2010) conducted a series of five exploratory, cross-sectional and predic-
tive studies aimed at examining appraisal antecedents and performance outcomes
of achievement-related boredom with regard to the university students recruited
from two different cultural settings of North America and Germany. Using a wide
range of data-gathering tools, such as a modified version of the Learning-Related
Boredom Scale of the Achievement Emotions Questionnaire (Pekrun, Goetz, Titz,
& Perry, 2002), slightly altered scales from the Learning Strategies Questionnaire
(Wild & Schiefele, 1994), the Perceived Academic Control Scale (Perry, Hladkyj,
Pekrun, & Pelletier, 2001), and open-ended descriptions of experienced emotions,
the researchers depicted achievement-related boredom as an unpleasant, deactivating
emotion associated with low-value and low-control conditions. It was also reported to
contribute to attention deficits as well as to negatively correlate to effort, perceived
self-regulation of learning, motivational engagement and academic performance.
What consistently connects all these five studies is that the perceived lack of control
over particular activities and failure to attach value to those activities function as
antecedents of student boredom, which allows some degree of generalizability across
different cultural contexts.
Dettmers, Trautwein, Lüdtke, Goetz, Frenzel, and Pekrun (2011)

Dettmers et al. (2011) conducted a two-wave longitudinal study aimed at investigating
the antecedents and consequences of emotions and academic effort when performing
homework assignments in the domain of math. The participants were 3483 German
high school students who completed a 4-point Likert-type questionnaire intended to
measure a number of variables such as, for example, perceived quality of homework
task selection, perceived homework challenge, homework behavior and homework
emotions, including enjoyment, anger, anxiety and boredom. The results demon-
strated that the experience of unpleasant homework emotions negatively correlated
with homework effort and that a high perceived homework challenge was positively
associated with these emotions. At the same time, there was a negative correlation
between high perceived quality of homework task selection and unpleasant emotions
related to the completion of these tasks. Dettmers et al. (2011) conclude that these
negative emotions in the case of math can be successfully coped with if teachers
prepare interesting, yet not too challenging, homework assignments that are inher-
ently linked to and that reinforce what has been done or is currently being done in
the classroom. Finally, it has to be stressed that in this study a general homework
emotions scale was used, and, therefore, it was not possible for the researchers to
report findings for discrete emotions’ variability in relation to homework quality and
achievement outcomes.
Goetz, Nett, Martiny, Hall, Pekrun, Dettmers, and Trautwein (2012)

In their quantitative study, carried out among 553 8th- and 11th-grade German high
school students, Goetz et al. (2012) examined the academic emotions of enjoy-
ment, pride, anxiety, anger and boredom in the homework context, and juxtaposed
them with the ones experienced in class. In addition, both in-school and out-of-
school contexts were assessed separately for the subject domains of mathematics,
physics, German and English. The analysis of the data obtained through a modi-
fied version of the Achievement Emotions Questionnaire (Pekrun, Goetz, & Frenzel,
2005) and the German version of the Self -Description Questionnaire (Goetz et al.,
2010; Marsh, 1990) showed that homework- and class-related emotions were concep-
tually distinguishable and that the relationship between emotions experienced in the
classroom and self-concept were stronger than in the case of those manifested when
performing homework assignments. Also, greater domain-specificity was found for
older students both in homework-based and classroom-related situations, indicating
that their academic emotions were clearly linked to specific subjects.
Shaw, Caldwell, and Kleiber (1996)

The main goal of the study conducted by Shaw et al. (1996), which used a combination
of quantitative and qualitative methodologies, was to investigate the extent to which
adolescents experience boredom, time stress and lack of choice (absence of control)
in their everyday lives, including in-school and out-of-school contexts, with a specific
focus on the latter. The full student sample was comprised of 93 Canadian 10-graders
who participated in a survey and a semi-structured interview, with the results in
both cases revealing that the majority of them experienced at least a certain amount
of boredom in school as well as in non-school situations. When it comes to in-
school boredom, it proved to be a form of resistance to adult-structured activities
and it most often took the form of avoiding participation in them. Although the
students perceived others’ control as higher in the classroom than outside school,
they complained about having to meet others’ expectations in out-of-school settings
as well. In this case, boredom can be viewed as related to a rejection of taking
part in “adult” free-time activities and pleasing other people rather than themselves.
Boredom was also found to be positively associated with time stress in the two
contexts as the respondents reported feeling bored when being under the pressure of
classwork and homework deadlines. It is worth highlighting that in-school boredom
was associated with specific subjects, being the most frequently experienced in the
case of history, followed by English and math. In regard to the reasons for finding
some subjects more boring than others, the participants referred to teaching style but
also content, particularly when it carried little practical meaning in real life.
2.2 Research on Boredom in Educational Psychology 19
Nett, Goetz, and Hall (2011)

Nett et al.’s (2011) quantitative research project was intended to examine 537 German
high school students’ use of boredom-coping strategies at trait and state levels when
learning math. The analysis of the data derived from a trait self-report questionnaire
enabled the researchers to identify two boredom-coping profiles of the participants.
These were similar to the ones proposed by Nett et al. (2010) and mentioned in
Sect. 1.7 of Chap. 1, with the students being classified into evaders and reappraisers,
the latter reporting lower levels of boredom. Using an experience sampling method
for state levels, Nett et al. (2011) demonstrated that cognitive-approach strategies
were more often adopted by the respondents than behavioral-approach strategies.
More specifically, the students’ responses were indicative of attempts to directly
“attack” the problem and change their thinking in response to the situation they
found themselves in. Generally, the participants’ behavior was shown to be more
determined by situational than dispositional factors, which led the researchers to
stress the importance of the classroom environment in potentially reducing the levels
of student boredom.
Mann and Robinson (2009)

Mann and Robinson’s (2009) quantitative study aimed to identify the factors
contributing to and moderating the experience of 211 British university students’
boredom as well as to identify its consequences and strategies used for coping with
it. The data were gleaned from the shortened version of the 5-point Likert-type
Boredom Proneness Scale (Farmer & Sundberg, 1986) and a set of queries referring
to various details connected with participants’ perception of lectures they attended
(e.g., the teaching methods, the amount of time assessed as boring) as well as the
boredom-coping strategies they elected to resort to. The results demonstrated that for
over 50% of the respondents the lectures were boring half the time, whereas 30% of
them indicated that lectures were boring in their entirety. As for the factors respon-
sible for student boredom, they included laboratory work, computer sessions and the
use of PowerPoint without handouts, the inclusion of which, interestingly, was found
to reduce the mean boredom ratings. It is also noteworthy that the level of boredom
significantly correlated with the grade point average and that general boredom prone-
ness turned out to be the most important factor moderating the students’ experience
of this negative emotion. As far as the consequences of being bored are concerned,
they encompassed missing future lectures and falling back on different short-term,
adaptive and maladaptive coping strategies, such as, for instance, day-dreaming,
doodling, chatting or texting with friends.
Baker, D’Mello, Rodrigo, and Graesser (2010)

Yet another quantitative study which deserves attention was focused on boredom
in relation to computer-based learning. It was conducted by Baker et al. (2010),
who examined the incidence, persistence and impact of the cognitive-affective states
of boredom and other achievement emotions (i.e., frustration, confusion, engaged
concentration, delight, surprise) experienced by 240 high school and university
students from the Philippines and the US in three different computerized learning
environments, expected to arouse participants’ interest. Using quantitative field

observations and self-reports, the researchers demonstrated that while the most
commonly occurring state was engaged concentration, it was boredom that turned out
to be the most persistent emotion and the one most likely to lead the students to game
the system. They also came to the conclusion that, once students have succumbed
to boredom, it is difficult for them to get rid of this emotion, which led them to
emphasize the importance of seeking ways to prevent boredom in the first place.
2.3 Research on Boredom in L2 Learning
The empirical investigations of boredom experienced in the process of L2 learning

and teaching, still few in number, can be divided into two main categories, in which
this underappreciated and insufficiently understood phenomenon is addressed as
an indirect or direct object of study. More precisely, in the first case, boredom is
referred to in a meaningful though marginal way, somewhat as a by-product of exam-
ining other aspects of L2 instruction (e.g., authentic materials, grammar teaching,
demotivation). When it comes to the second category, it includes studies primarily
concerned with boredom which address it from a wider perspective, examining its
multiple facets, antecedents and changes as well as interactions with other variables.
Such studies often strive to combine quantitative and qualitative techniques of data
collection and analysis, thus representing a mixed-methods approach (Creswell &
Creswell, 2017).
2.3.1 Boredom as an Indirect Object of Study
Although not primarily concerned with boredom, the studies discussed in this section
provide valuable insights into the behaviors, expectations and reactions of individ-
uals who perceive certain activities, materials or target language (TL) skills and
subsystems as not entirely involving, challenging or useful.
Peacock (1997)
The aim of Peacock’s (1997) 7-week, mixed-methods classroom-based research
project was to examine the effect of authentic materials on the motivation of L2
learners in a more situated manner. The research project involved 31 (13 females
and 18 males) beginner-level Korean university EFL students with the help of two
types of observation sheets, meant to: (1) quantify student on-task behavior, and (2)
assess general class motivation with respect to the materials used, as well as a struc-
tured self-report learner questionnaire, and post-class interviews. While the results
derived from both observation sheets revealed that the exposure to authentic materials
significantly increased the participants’ on-task behavior, the students, somewhat
surprisingly, found them to be significantly more boring than artificial materials.
2.3 Research on Boredom in L2 Learning 21
As pointed out by Peacock (1997), this implies that being more motivated does not
necessarily entail being more interested and that interest in proposed materials does
not have much in common with attention, action and perseverance in performing
specific learning activities. This may warrant an assumption that, for certain reasons,
learners may try to conceal their negative emotions such as boredom, dissatisfac-
tion or frustration, pretending to be engaged with the task at hand, a possibility that
was confirmed in one of the studies undertaken by the present authors (Kruk &
Zawodniak, 2018).
Beerman and Cornjäger (2011)

In their longitudinal, quantitative research project carried out among 548 teenage
German L2 learners of French, Beerman and Cronjäger (2011) investigated the
relationship between their perceptions of the value ascribed to French language
instruction and the emotions of joy, boredom and anxiety, experienced during 3-year
language study. The analysis demonstrated that whereas the participants’ favorable
perceptions of French language instruction were significantly and positively related
to joy, they simultaneously significantly but negatively correlated with boredom.
Accordingly, it was shown that the learners’ joy and boredom followed different
trajectories over the instruction period, meaning that the longer it lasted, the more
bored and the less joyful the participants felt. At the same time, no significant
correlation between the perceptions of the instruction provided and anxiety was
reported.
Jean and Simard (2011)

The aim of Jean and Simard’s (2011) mixed-methods, descriptive inquiry-based study
was to examine L2 learners’ and teachers’ perceptions and beliefs about different
aspects of grammar instruction. The participants were 2321 Québécois high school
students of L2 English and L2 French as well as 45 teachers who were asked to
complete a questionnaire comprised of three parts. The first included a number of
5-point Likert-scale questions referring to grammatical accuracy in oral and written
production, corrective feedback and various forms of grammar teaching and learning.
The second, also using a 5-point scale, sought to provide insights into the respon-
dents’ opinions about form-only and form-and-meaning exercises, whereas the third
consisted of a few open-ended questions intended to gather additional informa-
tion about their receptivity to grammar instruction. The results, which were on the
whole common to both groups of respondents, showed that grammar instruction was
perceived as a necessary and effective, though boring, component of L2 learning.
The high school students admitted disliking it, but, at the same time, they regarded
grammar as a subsystem that is worth learning. This may lead to the conclusion that if
seemingly unappealing and tedious things are useful, they will not necessarily result
in boredom as students will strive to activate the amount of attention necessary to
engage in tasks that are likely to be rewarding in the future (cf. Eastwood et al., 2012;
Pawlak, 2020b).
Kormos and Csizér (2014)

In their quantitative study, Kormos and Csizér set out to examine the effect of motiva-
tional factors and self-regulatory strategies on autonomous learning behavior in three
different groups of respondents altogether comprising 638 Hungarian high school
students, university students and adult learners of English as a foreign language. The
analysis of the data gleaned from the questionnaire involving two scales on language
learning goals and one scale on the self-image of L2 learners, showed, among other
things, that, independently of the respondents’ age, there was a causal relation-
ship between their learning effort and the ability to overcome boredom which was
referred to by the researchers as satiation control. As a result, effective management
of boredom, was reported to be conducive to the development of learner autonomy.
Sakai and Kikuchi (2009)

Sakai and Kikuchi’s (2009) quantitative study set out to investigate demotivating
factors for 656 Japanese EFL senior high school students who were asked to complete
a demotivation questionnaire, drawing on a 5-point Likert scale. Using a principal
axis factor analysis, the authors identified five demotivation factors, such as learning
contents and materials, teachers’ competence and teaching styles, inadequate school
facilities, lack of intrinsic motivation and test scores. The findings indicated that for
many participants the most important demotivators were test scores, the learning
content, as well as instructional materials which all too often revolved around target
language forms and or were reduced to coursebook-based exercises1 (cf. Kikuchi,
2015).
Aubrey (2017)
In his mixed-methods, quasi-experimental 2-stage, 11-week research project, Aubrey
(2017) examined the effect of intercultural contact on 63 Japanese EFL university
students’ experience of flow, defined as a state of complete involvement in some-
thing occurring when people are productive (Csikszentmihalyi & Rathunde, 1993),2
in the performance of five oral tasks. The students, divided into two groups, intra-
cultural and intercultural, were asked to do five tasks, after each of which they were
expected to write diaries. Using a content analysis of 208 diary entries made over a
period of five weeks, the researcher demonstrated that flow-enhancing experiences
of the students who participated in intercultural interactions significantly exceeded
those that were detected in the intracultural group members, the most important
contributors to this condition being challenge-skill balance as well as a sense of
accomplishment. Although Aubrey (2017) does not explicitly address the issue of
boredom, it has to be noted that creating conditions conducive to a state of flow
1 Since the learning contents and materials were found among major contributors to boredom in other
studies (Kruk & Zawodniak, 2018; Zawodniak, Kruk, & Chumas, 2017; Zawodniak & Kruk, 2018a,
2019; Peacock, 1997) and since boredom is related to decreased motivation (Preckel et al., 2010),
this issue certainly deserves further consideration, especially when it comes to boredom-coping
solutions (Pekrun et al., 2010).
2 Flow can be regarded as the flip side of boredom, which is why the findings emanating from this
study can give some directions relating to ways of preventing this negative emotion.
in the L2 classroom will prevent student disengagement, which is one of the most
conspicuous manifestations of this aversive emotion.
2.3.2 Boredom as a Direct Object of Study
This section is devoted to a discussion of the still insufficient range of qualitative,

quantitative and mixed-methods studies primarily aimed at investigating boredom in
the L2 classroom. These research projects approach this problematic experience from
various perspectives referring to its antecedents, duration, fluctuations or relation-
ships with other ID factors. Table 2.1 provides a brief overview of the L2 boredom-
specific studies with reference to their aims and adopted instruments. These studies
are described in more detail below.
Chapman (2013)
Chapman’s (2013) study, which used a combination of quantitative and qualitative
methodology and spanned the periods of four weeks, was guided by three aims:
(1) investigating the beliefs about boredom held by 57 (27 females and 30 males)
second-semester students of German as a foreign language and their three teachers,
(2) determining whether boredom is an inherent characteristic of German language
classes, and (3) identifying and examining to the causes of this academic emotion.
Quantitative research methodology drew on a number of research tools including the
Attitude Motivation Test Battery (Gardner, 1985), the Foreign Language Classroom
Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), and the 6-point Boredom Proneness
Scale (BPS) (Farmer & Sundberg, 1986). Data were also collected by means of three
instruments designed by Chapman (2013), that is, the Entrance Questionnaire, the
German Class Boredom Proneness Scale, constituting in fact a modified version of
the BPS, and the Real-Time Boredom Questionnaire, with a 6-point scale for students
and an 8-point scale for teachers. In regard to the qualitative data, they were gleaned
from five interview protocols, encompassing a teacher one-on-one entrance interview
protocol, a student one-on-one interview protocol, a small-group interview protocol
for students, a large-group interview protocol for students and teachers, and a teacher
one-on-one exit interview protocol. The students came up with a variety of ideas of
what boredom feels like and looks like, referring to it, among other things, as: a desire
to be elsewhere, a lack of connection to the teacher, classmates or the material, a
lack of interest and engagement, or exasperation or frustration driven by language
learning difficulties. The majority of the student participants perceived boredom as
an inevitable part of their learning experience that has to be accepted and coped with.
To a certain extent, these ideas echoed in the teachers’ beliefs about boredom which
is, in their opinion, unavoidable as long as grammar has to be taught and as long as
some of the learners cannot wait till a language class is over. When it comes to the
factors that the students blamed for experiencing boredom, they most often involved
textbook-based activities, unengaged partners and a state of being under-challenged.
It is also noteworthy that Chapman classified the respondents’ “bored” behaviors into
Table 2.1 The overview of studies investigating boredom in the L2 classroom

Study Aim(s) Study type(s) and tool(s)
Chapman (2013) • To investigate beliefs about • Quantitative: the Boredom Proneness
boredom held by 57 students Scale (BPS) (Farmer & Sundberg,
of German as a foreign 1986), the German Class Boredom
language and their three Proneness Scale, the Real-Time
teachers Boredom Questionnaire
• To determine whether • Qualitative: interview protocols (a
boredom is an inherent teacher one-on-one entrance
characteristic of German interview protocol, a student
language class one-on-one interview protocol, a
• To identify and examine the small-group interview protocol for
causes of boredom students, a large-group interview
protocol for students and teachers, a
teacher one-on-one exit interview
protocol)
Kruk (2016a) • To examine the changing • Quantitative: the Boredom Proneness
nature of boredom Scale (Farmer & Sundberg, 1986),
experienced by 32 male the English Classroom Boredom
senior high school students Proneness Scale (ECBPS), the
• To examine the antecedents English Classroom Boredom Grid
of boredom (ECBG), the Overall Assessment
Scale (OAC)
• Qualitative: in-class observation,
teacher notes and lesson plans
Kruk (2016b) • To examine fluctuations in the The three-part session log:
levels of boredom, alongside • Quantitative: part one (the
motivation and anxiety, participants’ names, session date, its
experienced by 16 female topic and aim), part two (three grids
English majors during their intended to self-rate levels of
visits to Second Life (SL) boredom, motivation and anxiety at
regular intervals on a 7-point scale)
• Qualitative: part three (descriptions
of visits to SL and plans for the
nearest future in SL)
Kruk and • To investigate the link • Quantitative: the Boredom Proneness
Zawodniak (2017) between general boredom Scale (Farmer & Sundberg, 1986),
susceptibility and boredom the Boredom in Practical English
experienced in practical Language Classes Questionnaire
English classes by 174 (BPELCQ)
English majors • Qualitative: descriptions of
• To identify the antecedents of boredom-generating situations
boredom
(continued)
Table 2.1 (continued)

Zawodniak, Kruk, • To examine boredom • Qualitative: a diary (6–10 entries
and Chumas (2017) experienced by 30 English over within 2 months)
majors in different content
subjects and language classes
to provide possible reasons
for its occurrence
• To indicate possible reasons
for boredom
Dumančić (2018) • To identify the causes of • Qualitative: a 5-item open-ended
boredom experienced by 38 survey
Croatian EFL teachers
• To examine their most
common manifestations of
boredom
• To examine boredom-coping
strategies adopted by those
teachers
• To examine the effect of
teacher boredom on the
instructional quality
Palm, Poveda, and • To evaluate the tools for • Ethnographic study (participant
Harutyanyan (2018) examining boredom classroom observation, video
experienced by 34 recording, boredom logs and the
Ecuadorian EFL students teacher’s fieldwork journal)
Kruk and • To examine student boredom • Qualitative: semi-structured
Zawodniak (2018) in practical English classes interviews
with respect to its causes,
changes in its intensity, ways
of manifesting it and coping
with it
• To examine differences
between the experience of
boredom in practical English
classes and other academic
subjects
Zawodniak and • To comparatively investigate • A mixed-methods retrospective
Kruk (2018a) the levels of boredom study: the two-part questionnaire
experienced over a period of (part 1—L2, part 2—L3) intended to
three semesters by four investigate boredom at three points in
English majors learning the time (the beginning, middle and end
L2 (English) and the L3 of each of the three semesters) and
(German and French) specify its levels on a 7-point scale
• To indicate the antecedents of
boredom
(continued)

Zawodniak and • To examine the influence of The three-part session log (Kruk,
Kruk (2018b) four female English majors’ 2016b)
visits to SL on fluctuations in • Quantitative: the assessment
the levels of their boredom, questionnaire
motivation and anxiety • Qualitative: a brief justification for
• To examine the reasons for students’ evaluation
these fluctuations
Kruk (2019) • To examine two English • A mixed-methods study: the
majors’ willingness to three-part session log
communicate, motivation,
boredom and language
anxiety during single visits to
Second Life and from one
visit to another
• to examine the relationship
between these ID variables
• To pinpoint possible
predictors of their fluctuations
Zawodniak and • To examine differences in the • A mixed-methods retrospective
Kruk (2019) levels of boredom study: a questionnaire meant to
experienced by two groups of measure boredom in a long-term
44 third-year students of perspective (from primary school up
English and German to university-level education) at three
• To identify factors points in time (the starting, mid- and
responsible for boredom in ending parts of each of these stages)
learning English and German and to specify boredom levels on a
6-point scale
Kruk and • To comparatively examine 30 • A mixed-methods retrospective
Zawodniak (2020) English majors’ study: the Language Learning
three-semester experience of Boredom in Retrospect Questionnaire
boredom in learning English (LLBR) meant to examine students’
(L2) and German (L3) with boredom at three different points in
regard to changes in its levels time (i.e., beginning, middle, end)
over the course of a semester during each of the three semesters
and from one semester to and to rate it on a 7-point scale
another
• To examine reasons for these
changes
(continued)
active (e.g., searching the planner for upcoming deadlines in other classes, reading
ahead in the textbook, making weekend plans, making grocery lists) and passive
(e.g., zoning out, playing with the phone, biting fingernails).

Pawlak, Zawodniak, • To investigate the • A mixed-methods study: background
and Kruk (2020a) self-reported levels of questionnaire, the Boredom in
boredom of three advanced Practical English Language Classes
learners of English in a Questionnaire (BPELC), in-class
sequence of three English boredom questionnaire, the lesson
lessons plan
• To investigate the relationship
between the three students’
general proneness to boredom
and the boredom they
experienced in the three
classes in question
• To identify factors that
influence the trajectories of
self-reported boredom
experience
Pawlak, Kruk, • To identify factors underlying • Quantitative: the Boredom Proneness
Zawodniak, and boredom in the L2 classroom Scale (Farmer & Sundberg, 1986),
Pasikowski (2020) • To investigate the mediating the Boredom in Practical English
effects of general boredom Language Classes
proneness and attainment Questionnaire—Revised (BPELC-R)
Pawlak, Kruk, and • To investigate the trajectories • A mixed-methods study: the
Zawodniak (2020) of boredom displayed in a Boredom in Practical English
single practical English class Classes Questionnaire (BPELC),
by 11 English majors at in-class boredom questionnaire (a
university level self-report boredom grid, an
• To investigate causes of open-ended query, a semantic
boredom differential scale)
Pawlak, Zawodniak, • To investigate differences in • Quantitative: the Boredom in
and Kruk (2020b) the levels of boredom Practical English Language Classes
manifested in practical Questionnaire (BPELC)
English classes by 111 2nd-
and 3rd-year English majors,
both overall and with respect
to specific factors
• To examine the possible
causes of boredom
Kruk (2016a)
In his first study, being of quantitative nature and concentrating on 8 classes conducted
over the period of 3 weeks, Kruk (2016a) examined the fluctuating nature of boredom
as experienced by 32 second- and fourth-grade male students learning English in
senior high school and its antecedents. As regards the data-gathering tools, they were
divided into two sets, the first of which was administered to the participants prior to
the study, while the second was employed during the actual lessons under investi-
gation. As for the former, it encompassed the Boredom Proneness Scale (Farmer &
Sundberg, 1986), comprised of 28 7-point Likert-scale items (1—strongly disagree,
7—strongly agree), and the English Classroom Boredom Proneness Scale (ECBPS),
which was a modified version of the BPS in the sense that general statements were
transformed into items specifically referring to the L2 classroom experience. Moving
on to the latter set of data-collection instruments, it included the English Classroom
Boredom Grid (ECBG), the Overall Assessment Scale (OAC), class observations,
teacher notes and lesson plans. The first of them, the ECBG, was intended to measure
the levels of boredom indicated by the students four times in the course of a lesson
on a 7-point scale, whereas the OAC, which was a modified version of the tool
applied by Peacock (1997) and Pawlak (2012), required participants to assess each
lesson with respect to seven items on a semantic differential scale (e.g., interesting vs.
boring, pleasant vs. unpleasant, monotonous vs. absorbing), which was subsequently
converted into a 7-point Likert scale. Finally, in-class observations and teacher notes
performed a descriptive function in relation to the students’ behaviors without exces-
sively interfering with the events they had been engaged in. The analysis of obtained
data revealed the respondents’ boredom as constantly being in a state of flux in some
of the classes and in a state of relative stability during others. The appearance of this
negative emotion was attributed to such factors as the topics discussed, activity types,
especially those connected with grammar, the experience of being over-challenged,
students’ individual characteristics, as well as their susceptibility to boredom in
general and in the L2 classroom in particular.
Kruk (2016b)
The next study conducted by Kruk (2016b) was a one-semester, mixed-methods
longitudinal project which aimed to examine fluctuations in the levels of boredom,
alongside such ID factors as motivation and anxiety, experienced by 16 female
English majors while visiting an online environment constituted by Second Life (SL),
and to identify the main causes of the changes observed. The data were collected
through the three-part session log filled out by the respondents before, during and
after each visit to SL. The first part was completed with the participants’ name,
session date, its topic and aim, while the second part comprised three grids, where the
students were requested to self-rate their levels of boredom, motivation and anxiety
at seven-minute intervals on a 7-point scale (1—minimum, 7—maximum) as well
as to specify the amount of time spent in this virtual world during each session. As
regards the third part of the session log, it required the students to describe what
they were doing in SL, indicate the possible learning benefits reaped during a partic-
ular session and plan what they would do in SL in the nearest future. Quantitative
analysis of the self-ratings revealed dynamically changing levels of boredom and
motivation, with to the former tending to increase and the latter to decrease over
time, whereas anxiety levels remained relatively stable. As for the factors respon-
sible for the diminution in boredom levels, they included the students’ willingness
to use SL as a tool enabling them to practice the L2 with enjoyment while commu-
nicating with its residents, explore the world, freely choose a conversation topic or
autonomously set goals for every single visit to this online environment. Kruk also
singled out the reasons for occasional increases in the level of observed boredom,
involving reluctance to engage in conversations displayed by some of the SL users,
unwillingness to interact with rude or aggressive residents of this virtual world as

well as problems with being understood by others.
Kruk and Zawodniak (2017)

The focus of the mixed-methods study carried out in the Polish educational context
by Kruk and Zawodniak (2017) was to explore the relationship between general
boredom susceptibility and boredom experienced in practical English classes by 174
English majors (125 females and 49 males) as well as to identify the causes of this
negative emotion. The data were derived from the Boredom Proneness Scale (Farmer
& Sundberg, 1986), already adopted by Kruk (2016a) in one of his earlier studies, the
Boredom in Practical English Language Classes Questionnaire (BPELCQ), which
was a modified version of the BPS, composed of 27 statements allowing assessment
of boredom experienced in learning various components of the L2 (e.g., pronun-
ciation, grammar, conversation, writing), and descriptions of boredom-generating
situations, connected with classes in which general TL skills were developed. The
findings provided evidence for a significant, positive correlation between general
boredom proneness and the boredom reported in the case of practical English classes
which tended to grow in intensity with the passing of time. In regard to the factors
responsible for student boredom, they encompassed the repetitiveness and monotony
of the activities included in specific classes, failure to match the level of challenge
to the participants’ L2 proficiency, the teacher. as well as modes of work offered
to/imposed on the students.
Zawodniak, Kruk, and Chumas (2017)

The qualitative study conducted by Zawodniak et al. (2017) aimed to examine the
emotion of boredom experienced by 30 English majors (28 females and 2 males) in
different content subjects and language classes, and to provide possible reasons for its
occurrence. The main data-gathering tool was a diary in which the participants were
supposed to make six to ten entries over a period of two months, commenting on L2
learning situations which made them feel either particularly involved, enthusiastic
and excited or discouraged, dissatisfied and disillusioned. Qualitative analysis of the
collected data consisted in the identification of recurring patterns found in the diary
entries which drew on the procedures of data reduction, data display, conclusion
drawing and verification recommended by Miles and Huberman (1994). The results
of this analysis showed that the students experienced less boredom in language classes
than during the ones devoted to content subjects, some of which lacked meaning and
were, to their disappointment, taught mainly in their mother tongue rather than the
TL. As regards the causes of boredom mentioned and complained about by the
respondents, they comprised predictable and under-challenging activities, an insuf-
ficient amount of explicit instruction and corrective feedback, information overload
as well as inadequate teacher engagement and support.
Dumančić (2018)
The qualitative study conducted by Dumančić aimed to identify the antecedents of 38
Croatian EFL teachers’ boredom, to investigate its most common manifestations, to
gain an insight into the respondents’ ways of regulating this problematic emotion and
to examine the relationship between boredom and their instructional quality. Using
the data obtained from a five-item, open-ended questionnaire developed with reliance
on other tools intended for measuring L2 student boredom (Chahkandi, Rasekh, &
Tavakoli, 2016; Kruk & Zawodniak, 2018), the researcher indicated uninvolving
teaching content, grammar exercises, student assessment, behavior, knowledge and
motivation as the main causes of boredom. As for teacher manifestations of boredom,
they were categorized into four groups: cognitive (e.g., lack of creativity and/or imag-
ination, insufficient concentration), expressive (e.g., facial expressions, postures),
motivational (e.g., loss of enthusiasm and/or interest), no overt signs of boredom
and no boredom experienced. With regard to a repertoire of boredom-coping strate-
gies adopted by the teachers, they included, for instance, physical activity, cogni-
tive change or engaging students. Finally, it is noteworthy that the majority of the
teachers did not perceive the instructional quality of their work as influenced by their
experience of boredom.
Palm, Poveda, and Harutyanyan (2018)

Palm, Poveda and Harutyanyan’s ethnographic study, carried out in the Ecuado-
rian learning environment, was meant to gain a deeper insight into a variety of tools
intended to examine the phenomenon of boredom in relation to 34 students of English
as a foreign language attending one of the private universities in Ecuador. The tools
that were subjected to the researchers’ close scrutiny encompassed participant class-
room observation, video recording, boredom logs and the teacher’s fieldwork journal.
Obtained findings revealed an urgent need for modifying the existing observation
instruments and recommendations were made for using mixed-methods approaches.

In another qualitative study, involving a sample of 15 participants (12 females and 3
males) taken from their earlier research projects (Kruk & Zawodniak, 2017), Kruk
and Zawodniak (2018) examined student boredom in practical English classes with
respect to its causes and changes in its intensity over time as well as ways of mani-
festing this negative emotion and coping with it. Additionally, the researchers’ atten-
tion was directed to possible differences between the experience of boredom in
practical English classes and other academic subjects. The data were collected with
the help of semi-structured interviews whose open-ended format was believed to
encourage the participants to inspect their behaviors and emotions in a reflective and
exploratory manner. It was demonstrated that the students tended to be more bored
towards the end of classes and that this experience was more intense when it comes
to in-class contexts than in the case of out-of-class situations in which they were
more inventive about looking for opportunities to overcome this negative emotion
(e.g., approaching a given issue from a different perspective, switching to a new
area of language and/or other learning resources), such behaviors being indicative of
searching boredom (Goetz et al., 2014). As for the main contributors to boredom, the
respondents enumerated teacher-imposed topics, the repetitive, unchallenging nature
of learning tasks (e.g., writing essays, doing multiple-choice exercises), the person-
ality of the teacher, and a mismatch between the activities used and the participants’
level of L2 proficiency. The “bored” behaviors mentioned by the participants were
mainly passive as they boiled down to daydreaming, doodling, using a mobile phone
and pretending involvement. It should also be remarked that the students tended to
manifest more boredom in relation to practical English classes than in the case of
electives and content subjects that often seemed to lack a practical purpose, relied on
Polish as the language of instruction and were taught in large groups, which made it
difficult for the teacher to cater for individual students’ needs and expectations.
Zawodniak and Kruk (2018a)

In this mixed-methods study, Zawodniak and Kruk examined boredom from a retro-
spective perspective. To be more precise, they set out to comparatively investigate
changes in the level of boredom experienced over a period of three semesters by 4 (2
females and 2 males) university students of English while learning the L2 (English)
and the L3 (German in the case of three students and French in the case of one
student), as well as to indicate the antecedents of this phenomenon. The data were
collected by means of a questionnaire consisting of two parts, devoted to the L2-
and L3-determined experience of this emotion at three points in time, that is, the
beginning, middle and end of each of the semesters. The participants were also given
some questions which were intended to guide them in their responses and which
focused on factors responsible for boredom and situations in which it was likely
to arise. Following this, the participants were requested to specify the level of L2
and L3 boredom on a scale ranging from 1 to 7. While the analysis allowed identi-
fication of some general patterns for all the four students’ boredom, these patterns
did not fully translate into the individual trajectories reflecting this emotion. The
participants’ boredom was overall most intensely experienced during German (L3)
classes and at the same time its level was consistently low during French (L3) classes,
which may have been caused by the French teacher’s successful attempts to sustain
the students’ attention through exposing them to interesting tasks as well as that
very teacher’s readiness to offer assistance whenever necessary. Also, there was a
common tendency for all the respondents to deflect the whole blame for their expe-
rience of boredom onto the teachers whom they perceived as lacking engagement
and/or failing to treat them on an equal footing. One more complaint made by partic-
ipants was connected with monotonous activities to which they attributed little value
and which they found unadjusted to their level of L2/L3 proficiency (i.e., too easy in
L2, too difficult in L3). Yet another thing worth mentioning was a close relationship
between the respondents’ negative perception of classes and low assessment of their
L2/L3 competence, which implies that uninteresting tasks reduced their self-efficacy
beliefs (Magogwe & Oliver, 2007) that, in fact, could have been more positive.
Zawodniak and Kruk (2018b)

In their study that combined qualitative and quantitative methodologies, spanned
one semester and addressed issues connected with L2 learning in SL, Zawodniak
and Kruk (2018b) explored the influence of 4 female English majors’ visits to this
virtual world on fluctuations in levels of their boredom, motivation and anxiety, as

well as the main influences accounting for these changes. The instruments employed
for collection of data included the three-part session log used in the in the research
project described above (Kruk, 2016b), as well as the assessment questionnaire
requiring the respondents to indicate the impact of SL on their boredom, motivation
and anxiety, using a percentage scale in relation to boredom and a 7-point scale in
relation to the other two constructs. Additionally, the students were asked to provide a
brief justification for their evaluations. The results demonstrated a dynamic nature of
all the three variables which were found to interact with a range of both internal and
external factors, encompassing participants’ expectations, grit, self-esteem, attitudes
and the topics discussed in class. Finally, SL sessions were shown to make L2 learning
an interesting, involving and enjoyable process, enabling the students to effectively
communicate with native speakers and actually be able to find meaning in what they
were doing.
Kruk (2019)
Another mixed-methods study conducted by Kruk (2019) over a span of one semester
with regard to SL was undertaken with three aims in mind: (1) to examine two
English majors’ (a male and a female) willingness to communicate (WTC), motiva-
tion, boredom and language anxiety (LA) during a single visit to this virtual envi-
ronment as well as from one session to another, (2) to examine the relationship
between these ID variables, and (3) to pinpoint possible predictors of the fluctua-
tions that these variables underwent. The data were gathered through a three-part
session log whose design resembled that of the instrument utilized in the earlier
empirical investigations by Kruk (2016b), and Zawodniak and Kruk (2018b). The
findings revealed that all the investigated constructs were subject to variation during
a single session as well as over time, with the caveat that the extent of these vari-
ations differed depending on the participant. It was also demonstrated that in some
of the sessions under investigation the trajectory of the individual students’ data
viewed from a more general, all-encompassing perspective did not follow the path of
their individual session patterns. As far as the relationship between these constructs is
concerned, they interacted dynamically and therefore somewhat unpredictably. There
were, however, some evident tendencies connecting the two participants’ trajectories
at particular points in time (e.g., WTC and motivation, boredom and LA from one visit
to another, WTC and motivation in the majority of sessions). A variety of both posi-
tive and negative reasons for fluctuations of the investigated variables was detected,
such as interesting topics, the ability to understand the messages conveyed by inter-
locutors, the presence of unfriendly SL users, monotony, or negative experiences
related to working in a virtual environment.
Zawodniak and Kruk (2019)

The retrospective study carried out by Zawodniak and Kruk (2019) examined differ-
ences in the levels of boredom experienced by two groups of 44 third-year students of
English (N = 25, 20 females, 4 males) and German (N = 19, 16 females, 3 males) at
university level. Apart from this, the authors sought to identify the factors responsible
for this negative emotion in these two learning contexts. The data were collected with
the help of a questionnaire meant to measure boredom in a long-term perspective,
thus tapping into the processes of learning English and German as a foreign language
over a period extending from primary school, through high school, up to university-
level education. More precisely, the respondents were requested to reflect on possible
contributors to their experience of boredom at each of the stages of learning English
or German, with special emphasis on the starting, mid- and ending points of each of
these stages. Their comments were guided by several questions resembling the ones
posed in the study by Zawodniak and Kruk (2018a). Additionally, the participants
were requested to self-rate the level of boredom on a scale from 0 to 6. A combination
of quantitative and qualitative analysis showed that the most frequently mentioned
factors shaping the two groups’ experience of boredom included the teacher, classes
and language tasks, though there were some discrepancies between the English and
German majors when it comes to some details. For example, the former indicated
the differences in their expectations in comparison to those of the teacher as well
as the activities that were inappropriately adjusted to their proficiency level. The
latter complained about excessive focus on theoretical issues at the expense of devel-
oping practical skills or about the general monotony of the classes. Some between-
group and within-group differences were also observed in relation to the intensity of
boredom experienced by participants at particular points in time. For instance, the
German majors’ level of boredom was relatively high at primary school as opposed
to that of the English majors who found their L2 less complex and easier to be used
for communicative purposes in this initial phase of education. They were, however,
more bored at every single stage following the primary-school period which was
marked by enthusiasm about the world-wide popularity and usefulness of English.
It seems that this enthusiasm began to wane gradually once they came to realize the
necessity of systematically learning the target language with all its rules, structures
and exceptions.

Yet another retrospective study by Kruk and Zawodniak (in press) aimed to compara-
tively examine 30 English majors’ (21 females’ and 9 males’) 3-semester experience
of boredom in learning English (L2) and German (L3) with regard to changes in its
levels over the course of a semester and from one semester to another, as well as the
reasons for such changes. The data were collected with the help of the Language
Learning Boredom in Retrospect Questionnaire (LLBR) in which the respondents
were asked to look back upon their boredom in learning English and German, with
the first semester at university constituting the starting point for their reflections on
how and why they experienced this negative emotion at three different points in
time (i.e., beginning, middle, end) during each of the three successive semesters.
Additionally, they were requested to rate the intensity of this experience on a 7-

point scale. The findings showed that, for both L2 and L3 learning, boredom levels
were the lowest at the very beginning and the highest at the end of every semester,
which implies that initially the students presumably had high expectations and needs
that with the passage of time may not have been appropriately catered for by their
teachers. When it comes to changes in boredom levels observed from one semester
to another, there were some differences in L2 and L3 learning. In the former case the
students felt least and most bored during the first and the second semester, respec-
tively, while in the latter this negative emotion reached its apex in the third semester
and was the lowest in the first semester, which may have been connected with partic-
ipants’ desire to actively prepare for the final, third-semester exam in English. The
researchers also distinguished some causes of student boredom in these two learning
contexts, dividing them into two broad categories, namely, teachers for L2 learning
(e.g., lack of teacher engagement, the use of the same teaching methods, a paucity
of teacher-student interactions), and classes for L2 and L3 learning (e.g., classes
taught in a repetitive or monotonous way, uninteresting topics, a mismatch between
the participants’ proficiency level and the assigned tasks).
Pawlak, Zawodniak, and Kruk (2020a)

The mixed-methods study carried out by Pawlak et al. (2020a) was intended to
examine the general patterns of boredom displayed by three English majors, char-
acterized by below-average, average and above-average general levels of boredom,
to investigate how general boredom proneness relates to the experience of boredom
in three English classes and, lastly, to uncover factors responsible for the observed
trajectories of self-reported experience of boredom. The findings, gathered with the
help of the Boredom in Practical English Language Classes questionnaire (BPELC)
and a 4-part in-class boredom questionnaire, involving a boredom grid, a semantic
differential scale and a short descriptive paragraph, revealed a few common tenden-
cies observed in all the three respondents’ experience of boredom (e.g., a rising
level of this negative emotion in relation to all the classes and a general perception
of one of them as more boring than another). However, those overall tendencies
did not thoroughly follow the individual trajectories of the respondents’ boredom
(e.g., boredom-level fluctuations turned out to be more systematic for one student
than for another). Obtained results also demonstrated a direct relationship between
general boredom proneness and the experience of boredom with respect to all the
three classes, although some within-participant variations were noticed. As for the
factors impacting the trajectories of self-reported boredom, they encompassed the
topics discussed, inappropriate sequencing of the activities included in the classes
under investigation, a lack of challenge, learning preferences or the disturbed balance
between challenging and unchallenging tasks. As a result of this study, boredom was
defined as a temporally and spatially situated dynamic system that is subject to periods
of change and stability and that exerts a remarkable influence on various factors
shaping the learning process, such as in/ability to sustain attention or persistence in
doing particular tasks.
Pawlak, Kruk, Zawodniak, and Pasikowski (2020)

The aim of Pawlak et al.’s (2020) quantitative study was to identify factors under-
lying the structure of boredom in the L2 classroom, to examine the mediating effects
of general boredom proneness and attainment, and, ultimately, to design a research
instrument that can be used to tap into this negative emotion in the case of advanced
learners. The participants of this research project were 107 English majors who filled
out the Boredom in Practical English Language Classes Questionnaire (BPELC)
and the Boredom Proneness Scale (Farmer & Sundberg, 1986). The responses to
the items included in these inventories, alongside the participants’ end-of-the-year
examination grades, enabled the researchers to categorize the students into less and
more prone to boredom as well as high- and low-achievers. The analysis of the data,
based on exploratory factor analysis and independent samples t-tests, allowed the
researchers to distinguish two factors underlying boredom, namely (F1) disengage-
ment, monotony and repetitiveness, and (F2) lack of satisfaction and challenge. F1
and F2 were shown to be connected with two basic facets of boredom experienced in
practical English classes—reactive and proactive, the former concerning calibrating,
indifferent and apathetic boredom, and the latter referring to searching boredom.
Around half of the items comprised in the first inventory (F1) were found to be
reflective of the internal complexity of disengagement and disaffection as the inter-
twined manifestations of boredom. There were statistically significant differences
between high- and low-achievers for F1, and between students who were more and
less prone to this negative emotion for both factors. Finally and importantly, the anal-
ysis also resulted in the development of a new data-collection tool, the BPELC-R
Questionnaire which is likely to constitute an important point of reference in future
empirical investigations.
Pawlak, Kruk, and Zawodniak (2020)

Pawlak et al. (2020) carried out the mixed-methods research whose aim was to inves-
tigate the patterns of boredom experienced in a single practical English class by 11
students characterized by moderate (MBS) and high (HBS) levels of this emotion and
to examine whether those patterns were reflected in the individual students’ trajec-
tories of boredom. Additionally, the study was intended to identify factors affecting
those trajectories. The analysis of the data, gleaned from the Boredom in Practical
English Language Classes Questionnaire (BPELC) and an in-class boredom ques-
tionnaire comprising a self-report boredom grid, an open-ended query and an evalu-
ation of the class based on a semantic differential scale, led the authors to conclude
that general proneness to boredom in practical English classes was related to respon-
dents’ distinct patterns of boredom. While the self-reported boredom levels were
found to fluctuate both for MBS and HBS, there were some discrepancies between
the two groups as the former exhibited a gradual increase in the experience of this
negative emotion and the latter revealed a steadily high level of boredom throughout
the whole class. The study also provided evidence for the existence of differences
between general patterns of boredom and individual trajectories, for example, one
of the MBS was more bored for most of the class than was indicated by the whole
group’s overall disposition to experience this emotion, whereas one of the HBS was
shown to exhibit a much more varied pattern of boredom than was the case with
the rest of students in this group. Lastly, rather than merely pinpointing a range of
factors shaping individual trajectories of boredom that had already been identified in
earlier studies, the researchers sought more nuanced explanations connecting high
and/or low levels of this emotion with, for instance, students’ self-awareness, learning
experience or learning styles.
Pawlak, Zawodniak, and Kruk (2020b)

The quantitative research project carried out by Pawlak et al. (2020b) was intended
to investigate differences in the levels of boredom experienced in practical English
classes between 2nd- and 3rd-year English majors and the possible causes of this
academic emotion. The sample consisted of 111 university students who were
requested to complete the Boredom in Practical English Classes Questionnaire
(BPELC), being a modified version of the data-gathering tool employed in the earlier
study conducted by Kruk and Zawodniak (2017). The results demonstrated that 2nd-
year students’ experience of boredom was more intense than that of their 3rd-year
counterparts and this tendency can be viewed as a natural trajectory followed by this
emotion in the course of a three-year program. This is because the induction into
the BA program in English is marked by students’ enthusiasm (year 1) that is later
replaced with feelings of tedium, disappointment and/or frustration resulting from
unchallenging activities and/or excessive requirements of practical English classes
(year 2), to finally give way to deliberate engagement (year 3), due to the necessity
of completing a diploma paper, the approaching final exams and the prospects of
imminent graduation. With respect to the antecedents of student boredom, they were
classified as external factors, including lack of intriguing topics, excessive monotony
during particular classes or unpleasant previous learning experiences, and internal
factors encompassing negative attitudes as well as lack of creativity and involvement.
2.4 Conclusion
The present chapter has offered an overview of research into boredom in the learning
process, both more generally and with a specific focus on L2 learning. It began with
the description of studies referring to different contexts other than L2 classroom.
For the most part, such empirical investigations were quantitative in nature and they
typically involved large samples of participants, thus mainly representing a macro-
perspective. In consequence, they deprived the researchers of the opportunity to yield
in-depth insights into the complex mechanisms governing and shaping boredom at
specific points in time. This was followed by a description of the available studies
which sought to examine boredom in L2 learning, whose volume is still blatantly
insufficient. As opposed to the bulk of studies thus far carried out in the field of educa-
tional psychology, these are mainly mixed-methods projects attempting to approach
L2 student boredom from different, often overlapping perspectives. This enables the
understanding of the multifaceted nature of this negative academic emotion, with
2.4 Conclusion 37
a focus not only on its causes, types or coping strategies but also on its long- and
short-term fluctuations and interactions with other internal and external variables.
An important contribution of this line of inquiry is that not only did such studies
examine the experience of boredom per se, but also because they set out to paint
a more nuanced and comprehensive picture of this negative emotion, looking into
possible relationships between its more general patterns and its individual trajecto-
ries. It is also noteworthy that the Boredom in Practical English Language Classes
Questionnaire-Revised (BPELC-R) was developed and validated, which will enable
researchers to further investigate this construct with reliance on a domain-specific tool
expected to ensure more consistent findings in the area of SLA. The research project
described in the following two chapters adopts an “insider” view of boredom and its
uniqueness consists in investigating this emotion as experienced by two groups of
respondents participating in two classes based on the same lesson plans. Embracing
such a perspective may help in more profound understanding why this experience is
so aversive, unpleasant and deactivating, and how it can be effectively controlled.
Chapter 3
Design of the Study
3.1 Introduction
The previous two chapters have provided an overview of crucial issues related to the
experience of boredom in educational contexts, thus offering a backdrop to the study
reported on in the remainder of this book. To be more specific, Chapter One focused
on the efforts to define boredom, the theoretical perspectives that have striven to shed
light on its causes, as well as the ways in which this negative emotion can be handled
in the classroom. Chapter Two, in turn, was devoted to an overview of empirical
investigations, both those that have been undertaken by educational psychologists
with respect to different school subjects and such that have targeted boredom in the
context of L2 learning and teaching. Even a cursory look at the studies conducted thus
far shows that the available empirical evidence is scant and further research should
be conducted to provide more insights into the occurrence of boredom in different
contexts, the extent to which it is stable or, rather, tends, to fluctuate at different time
scales, and the causes of these fluctuations, in the hope of proposing some suggestions
and recommendations as to how it can be combated in L2 classrooms. Accordingly,
the present chapter will present the design, methodology and implementation of a
yet another empirical investigation that was meant to provide insights in this respect.
The chapter will commence with the presentation of the overall aims that the study
pursued as well as the specific research questions addressed. This will be followed
by the description of the participants of the study, the classes under investigation,
detailed description of the instruments by means of which the requisite data were
collected, and the ways the gathered data were analyzed.
3.2 Aims and Research Questions
The present study builds on previous research projects carried out by the authors
(e.g., Pawlak et al. 2020, 2020b) and it contributes to the body of empirical evidence

40 3 Design of the Study
concerning the occurrence and nature of boredom from a micro-perspective. As

Mystkowska-Wiertelak and Pawlak (2017, pp. 119–120) comment with respect to
research on individual variation in L2 learning:
(…) while there is certainly a need for large-scale questionnaire studies which enable us to
identify certain trends and tendencies in large populations as well as to determine factors
that may influence those tendencies or to come up with models proposing relationships
between such variables, such an approach in itself is insufficient to help us fully comprehend
the role of individual learner differences and the ways in which they interact. Thus, there
is an urgent need to complement research of this kind with empirical investigations that
would be much more context-sensitive in the sense that they would yield insights into how
a variable in question (e.g., motivational intensity) enters into complex interactions with a
myriad of other factors, both situational (e.g. task type, the teacher, group dynamics) and
individual (e.g. individual learner profiles) in nature, and how such interactions can mediate
the effectiveness of the processes of teaching and learning.
This is exactly the rationale that guided the present empirical investigation since,
in the view of the present authors, also in the case of boredom, statistical anal-
yses of responses obtained from questionnaires administered to large samples can
yield some general tendencies, which, although valuable, do not tell us much about
how this negative emotion is shaped during specific classes, consisting of specific
students, taught by specific teachers in specific contexts. Thus, the overall aim of the
present study was to explore the changing character of boredom experienced by a
group of advanced learners of English (i.e., English majors in a BA program) in the
course of naturally occurring English lessons (i.e., focused on integrated skills) and
to uncover factors responsible for the ups and downs in the students’ experience of
this negative academic emotion. Importantly, what distinguishes this investigation
from some of the previous research projects undertaken by the present authors is that
the issues listed above were examined in two groups of students during two classes
that followed exactly the same lesson plans. In more specific terms, the following
research questions were formulated for the purpose of the study:
1. What are the differences in the levels of boredom in the classes taught in both
groups? What can they be attributed to? (RQ1)
2. How does the experience of boredom change and what patterns can be identified
in this respect? (RQ2)
3. What are the differences regarding the experience of boredom for individual
students? (RQ3)
4. What influences are responsible for the changes in boredom levels? (RQ4).
3.3 Participants
The whole sample involved in the study consisted of 23 Polish university students, 11
of whom were females and 12 males. The students were enrolled in the final year of a
three-year BA program, and they were majoring in English, with the effect that they
were expected to attain superior proficiency in that language which would allow them
3.3 Participants 41
in the future to work as teachers, translators, interpreters or business consultants. As a

result, like similar programs in other universities in Poland, the program they attended
included an intensive course in the target language, divided into separate classes in
phonetics, grammar, speaking, writing or integrated skills, the latter being the focus
of the present study. They were also required to get credits for a number of content
courses, electives as well as seminars in such areas as linguistics, literature, culture
or foreign language teaching methodology, which were mostly taught in English.
Importantly, at the end of each year, they were supposed to take a highly demanding
examination in the TL and, in the final year, they had to compose a diploma paper in
that language in a specific content area, as one of the main graduation requirements.
What should be stressed here is that most of the students had few opportunities to
enter into everyday interactions with native speakers or other proficient TL users,
perhaps with the exception of exchange students within the framework of the Erasmus
+ program. Obviously, they had access to English through the Internet, television
and social media, but, based on the experience of the authors who have been teaching
in such contexts for many years, it cannot be assumed that all of the students or even
most of them availed themselves of such opportunities on a regular basis.
The students in the sample as a whole were on average 22.17 (SD = 0.72) years of
age and their mean experience in learning English, their target language, amounted
to 14.13 (SD = 1.60) years. Overall, the participants’ command of English could
be characterized as ranging from B2 to C1 according to the Common European
Framework of Reference, as required by the program. However, a certain amount of
individual variation could be observed regarding overall mastery and in particular the
command of different skills and subsystems, with some participants clearly outper-
forming others in this respect. The students’ average grade on the final examination
in English at the end of the second year, which cumulatively measures all the facets
of TL proficiency, amounted to 3.57 (SD = 0.57) on a scale from 2 (fail) to 5 (very
good), conventionally used for assessment purposes in Polish institutions of higher
education. Such evaluation largely corresponded to the students’ own perception of
their target language ability, which is evident in their self-assessment that was only
a little higher and stood at 3.70 (SD = 0.49) on the same scale. Detailed information
concerning all the participants is included in Table 3.1.
The participants were divided into two intact groups for the purpose of their prac-
tical English course, including its integrated skills component. Group 1 comprised
13 students (five females and eight males). The learners were 22.38 (SD = 0.77)
years of age and their mean experience of learning English as a foreign language
equaled 14.15 (SD = 1.21) years. The participants’ average grade on the end-of-
the-year examination in English was 3.62 (SD = 0.51) and was slightly lower that
their own evaluation of their TL proficiency (M = 3.69, SD = 0.38). As for Group
2, it consisted of 10 individuals (six females and four males). The students were,
on average, 21.90 (SD = 0.57) years of age and they had been learning English for
14.10 (SD = 2.08) years. As regards the participants’ average grade on the final
examination in English, it amounted to 3.50 (SD = 0.67), which was a little lower
than their self-assessment of their English proficiency (M = 3.70, SD = 0.63).
Table 3.1 Background information about the participants

Student Sex Age Length of Grade on the Self-assessment
English end-of-the-year of English
study examination in proficiency
English
Group 1 1 Female 24 13 4 3.5
2 Female 22 12 4 4
3 Male 22 15 4 4
4 Female 22 15 3 4
5 Female 22 15 3 3.5
6 Male 22 15 3 3
7 Female 22 15 3.5 4
8 Male 23 15 3 3
9 Male 24 13 4 4
10 Male 22 15 3.5 3.5
11 Male 22 12 4 3.5
12 Male 22 15 4.5 4
13 Male 22 14 3.5 4
Overall 13 Female N M= M = 14.15 M = 3.62 M = 3.69
=5 22.38 SD = 1.21 SD = 0.51 SD = 0.38
Male N = SD =
8 0.77
Group 2 1 Female 22 15 4.5 5
2 Male 23 12 3 3
3 Female 22 15 3 3.5
4 Female 21 15 3 4
5 Male 22 15 3 4
6 Female 22 10 4.5 3
7 Female 22 12 4 4
8 Female 22 17 3 4
9 Male 22 15 4 3.5
10 Male 21 15 3 3
=6 21.90 SD = 2.08 SD = 0.67 SD = 0.63
Male N = SD =
4 0.57
= 11 22.17 SD = 1.60 SD = 0.57 SD = 0.49
Male N = SD =
12 0.72
3.3 Participants 43
As can be seen from the description of the participants constituting both groups,
they were very much similar in terms of such criteria as mastery of the TL as well
as their overall experience in learning it. The only major difference between the two
groups concerned gender distribution. This is because Group 1 consisted of more
male than female students when compared to Group 2 in which the number of females
exceeded the number of males.
3.4 Description of the Classes
The four classes analyzed for the purpose of the present study, two per each group,
comprised naturally occurring integrated skills classes for 90 min each and carried out
by one of the present authors—an experienced English teacher. As mentioned above,
classes of this kind were included in the curriculum for the BA program, constituting
an integral component of the intensive practical English language course that was
obligatory for all English majors and was intended to ensure that they reach the
requisite level of proficiency (i.e., C1). The main goal of the integrated skills course
was to develop students’ receptive and productive TL skills as well as subsystems.
The classes taught in the course involved a variety of modes of classroom organization
(e.g., individual, pair- and group work), they were dedicated to performing different
types of language tasks (e.g., gap-filling, multiple-choice, true/false, whole class
discussions, presentations), and they were based on a variety of resources (e.g.,
coursebooks, Internet materials).
What follows is a description of the lesson plans devised for the classes under
investigation, with a focus on the stages followed, the activities applied, the skills
practiced, and the modes of class organization employed. It should be once again
pointed out that the two lesson plans were the same for both groups, they included
the same topics and language activities and they were conducted in the same manner,
with the caveat that the timing of these components might have inevitably differed
to some extent (see Tables 3.2 and 3.3).
3.4.1 Class 1
Class 1 (see Table 3.2) revolved around the topic of the world of success. It began with
checking attendance, going over the homework assignment (i.e., a true/false exercise
based on a text about the psychology of success), and informing the students about the
planned tasks and activities to be covered during the class. The first language activity
focused on vocabulary in which the learners were asked to work individually and
complete six pairs of sentences with words they could find in the text they had read at
home. The exercise was checked by the teacher who asked several students to provide
their answers. The following three grammar exercises were devoted to practicing the
language of cause and effect (e.g., the reason for, be a consequence of , accordingly,
Table 3.2 A description of Class 1 in both groups

Activities Skills practiced Modes of class Time (minutes—approx.)
organization Group 1 Group 2
Organization Whole-class 1–10 1–10
Filling gaps in pairs of Vocabulary Individual work 11–15 11–15
sentences
Reading a short text and Grammar 1 Individual work 16–18 16–19
underlining expressions
related to the language of
cause and effect
Reading and completing Grammar 2 Individual work 19–23 20–23
a text with correct words
Listening to an actor and Grammar 3 Individual work 24–27 24–27
selecting the words and
expressions related to the
language of cause and
effect
Reading a text about Reading Individual work 28–45 28–45
‘work experience
program’ and answering
questions
Discussing jobs most Speaking 1 Pair work 46–51 46–53
valuable to society
Listening to people Listening Individual work 52–67 54–71
talking about their jobs
and answering questions
Talking about most and Speaking 2 Pair work 68–75 72–77
least interesting jobs
Conclusion Whole-class 76–90 78–90
thanks to). In the first of these activities the students were requested to read the
initial part of a short text and underline any words and expressions connected with
the language of cause and effect. Next, they were asked to read the rest of the text
and fill gaps with suitable words indicating cause-and-effect relationships. During the
third grammar activity, the participants listened to an audio-recording in which a man
talked about why he had become an actor. The students were asked to select the words
and expressions concerning the language of cause and effect from a list accompanying
the activity. All the grammar activities were performed by the learners individually
and on completion of each of them the teacher randomly nominated several students
to read the answers and provided feedback. This was followed by a reading task in
which the students were asked to read individually a report about “work experience
program” and answer a set of questions. Once again, the responses were verified by
the teacher who asked at random several students to read the answers. After that, the
students were instructed to perform a speaking task in pairs. They were presented
with a list of several jobs and asked to talk about the ones that they considered to
3.4 Description of the Classes 45
Table 3.3 A description of Class 2 in both groups

Activities Skills practiced Modes of class Time (minutes—approx.)
organization Group 1 Group 2
Organization + Whole-class 1–15 1–11
feedback on the
language test
Talking about inventions Speaking 1 Pair work 16–27 12–23
Reading and talking Reading + speaking Individual and 28–38 24–37
about “unsuccessful” pair work
inventions
Grouping adjectives into Vocabulary 1 Individual work 39–43 38–43
positive and negative
Choosing the best Vocabulary 2 Individual work 44–47 44–46
adjectives for a set of
sentences
Listening to a radio Listening Individual work 48–58 47–57
program in which
people discuss things
they could not live
without and answering
questions
Working with modal Grammar Individual work 59–68 58–66
verbs (must, should,
ought to, shall, will,
would)
Selling an invention Speaking 2 Pair work 69–76 67–75
Conclusion Whole-class 77–90 76–90
be most valuable to society. As the interactions between students were in progress,

the teacher walked around the classroom, eavesdropped on the conversations and
provided corrective feedback on some of the errors. This short speaking activity was
in fact an introduction to the next phase of the class based on a listening task, in
which the students were requested to listen to eight people talking about their jobs
and answer a set of three questions. At the end of this activity, the teacher asked
some of the students to read the answers and offered corrective feedback. Finally, the
students performed, in pairs, a speaking activity in which they talked about the most
and the least interesting jobs for them. The class finished with a short recap in which
the teacher summed up the most important points of the material covered and set
a homework assignment related to the revision of the material covered in previous
classes.
3.4.2 Class 2
Inventions were the general theme of Class 2 (see Table 3.3). At the start of the class,
the teacher checked attendance, talked about the language activities to be dealt with
in the next 90 min and provided feedback on the language test which the students had
taken in the previous week. The first language activity was performed in dyads and
the students discussed ten inventions presented in a picture taken from a course book
which showed ten inventions (e.g., an electric dishwasher, a pop-up toaster, a video
recorder, a can with ring-pull, a computer mouse). During this speaking task, the
participants were requested to name each object, put the inventions in chronological
order and provide the correct decade in which they appeared. As soon as the students
completed the task, it was verified by the teacher who provided the correct answers.
This was followed by reading five short descriptions of “unsuccessful” inventions
and a discussion performed in pairs as well. The students were asked to explain why
each of the inventions failed to catch on and suggest ways in which each of the objects
might have been altered to make it successful. As was the norm for classes taught
in the course, when the learner-learner discussions were in progress, the instructor
circulated around the room, listened to interactions and corrected the mistakes when
such a need arose. The subsequent two vocabulary activities were performed indi-
vidually by the participants and they were devoted to working with a set of adjectives
conveying strong, positive or negative, feelings. In the first exercise, the participants
were asked to group the given adjectives into positive and negative ones, and, in the
second, the students were requested to complete seven sentences with appropriate
words. The two activities were as usual validated by the teacher who asked some of
the students to provide the answers. The next activity was a listening task in which
the participants listened to a radio program where four persons discussed things they
could not live without. During the task the students were supposed to answer ques-
tions which asked them to recognize objects in the pictures and list the positive and
negative features of the objects mentioned by the speakers. The recording was played
twice and the answers were verified by the teacher, who randomly nominated some
students to read out their choices. This was followed by a grammar exercise performed
by the students individually and dedicated to practicing various modal verbs (i.e.,
must, should, ought to, shall, will, would). During the activity the students were
invited to identify the specific meanings of these verbs conveyed in a given context
and to complete a number of sentences with appropriate modals. Finally, in the last
phase of the class, the students were requested to perform a speaking task which
took the form of a role-play in which the participants’ job was to sell an invention.
The lesson ended with a short conclusion in which the teacher summarized the most
important aspects of the class in question and set a new homework assignment, that
is, a written description of an invention of the students’ own choice.
3.5 Data Collection Instruments 47
3.5 Data Collection Instruments
As dictated by the requirements of the micro-perspective, where different sources

of quantitative and qualitative data are needed to provide a multi-faceted view on
the phenomena under investigation, a number of data collection instruments were
used to gain insights into the levels of boredom that the students experienced during
the four classes as well as the reasons for the changes in this respect. Specifically,
four data-collection tools were employed, that is, a background questionnaire, an
in-class boredom questionnaire, semi-structured interviews with individual learners
and lesson plans with annotations. It should be emphasized that the students gave
their informed consent to participate in the study and although their responses were
not anonymous, they were assured that their identities would not be revealed and
that the information would only be used for research purposes. The data collection
instruments are described in detail below.
Background questionnaire
The purpose of the background questionnaire (see Appendix A) was to obtain general
information regarding the participants. The tool consisted of four questions which
queried the students about their sex, age, the length of English instruction, the grade
on the end-of-the-second-year examination in English and their self-evaluation of
their proficiency in English on the scale of 2 to 5. The questionnaire was administered
in a paper-and-pencil version and was filled out by the participants in a class that had
preceded the ones under investigation.
In-class boredom questionnaire
The in-class boredom questionnaire (see Appendix B) was a modified version of
similar tools used in studies on the dynamics of motivation (e.g., Pawlak, 2012) as
well as willingness to communicate (e.g., Pawlak, Mystkowska-Wiertelak, & Bielak,
2016). It was completed by the students as each class was in progress and it consisted
of the following four parts:
• Part One requested the students to provide their names and the date of the class;
it was filled out at the very beginning of each class;
• Part Two included a boredom grid in which the students were asked to self-rate
the level of their boredom on a scale from 1 (minimum) to 7 (maximum) at 5-min
intervals in response to a prerecorded sound; the Cronbach alpha value for this
instrument calculated on the basis of all the responses in each class oscillated
around the value of 0.93, which speaks to high internal consistency reliability;
• Part Three encompassed seven items on a semantic differential scale (i.e., mean-
ingless vs. meaningful, dull vs. exciting, useless vs. useful, unsatisfying vs.
satisfying, usual vs. unusual, unappealing vs. appealing and monotonous vs.
absorbing), which was later converted into a 7-point Likert scale for the purpose
of analysis, with the extreme responses being accorded the values from 1 (e.g.,
dull) to 7 (e.g., exciting); the questionnaire was completed by the subjects towards
the end of each class; Cronbach alpha oscillated around the value of 0.84 and can
also be deemed satisfactory;
• Part Four required the participants to write a short narrative about their feelings of
boredom experienced during each class with an eye to obtaining further insights
into the patterns of boredom and the influences shaping these patterns; more
specifically, the students were asked to respond to the following prompt: Please
write a few sentences related to the experience of boredom during the class.
It should be pointed out at this juncture that, despite the relative high level of TL
proficiency of the respondents, Polish was used in the in-class boredom questionnaire
in order to avoid possible misunderstanding or misinterpretation. In accordance with
this rationale, the participants were allowed to use Polish or English when composing
the narrative in the last part of the instrument.
Semi-structured interview
In order to provide further insights into the nature of boredom and its fluctuations,
semi-structured interviews were conducted with four individual students, one per
class under investigation (see Appendix C). This type of interview was chosen delib-
erately, since to some extent open-ended format encourages the interviewee “to
elaborate on the issues raised in an exploratory manner” (Dörnyei 2007, p. 136).
Each interview was held immediately after a lesson with a student who volunteered
to share his or her thoughts about the class, it took place in the classroom, it was
audio-recorded and subsequently partly transcribed. The interviewees were asked
questions intended to probe deeper into the reasons for changes in boredom levels
indicated in the grid and to elicit their general opinions about the class taught (e.g.,
the choice of language activities, the ways the students were asked to perform them,
the resources used). Following the reasoning expounded above, the interviews were
conducted in Polish so that the interviewees could express their thoughts freely and
could say what they really wanted to say as opposed to what they were able to say.
Each individual interview lasted approximately six minutes.
Lesson plans with annotations
Lesson plans were used to provide information related to the conducted classes.
More specifically, apart from the intended outline of what was supposed to happen,
they included a short description of what actually transpired in the course of the four
classes, their stages, the modes of classroom organization, the tasks and language
activities included, the ways in which these tasks and activities were executed, and the
approximate time needed for their implementation. In addition, they offered space
for the teacher to include the exact amount of time devoted to the completion of
specific tasks and activities, which, as indicated above, might have varied slightly in
the two groups.
3.6 Data Analysis 49
3.6 Data Analysis
The data were analyzed quantitatively and qualitatively and, when necessary, a
combination of both approaches was applied. The numerical data derived from the
background questionnaire and some parts of the in-class boredom questionnaire (i.e.,
the self-ratings made with the help of the boredom grid and the evaluations of classes
on the semantic differential scale) were subjected to quantitative analysis, which
involved calculating the mean and standard deviation values. In view of the fact that
some of the data were not normally distributed, the levels of statistical significance
of the observed differences in boredom self-ratings and overall class evaluations
were established by means of the Mann-Whitney U Test and the Wilcoxon Signed
Rank Test. The former test was employed to assess the changes in boredom levels
between the two groups and the latter was used when the changes within one group
were compared. In addition, the significance value was set at p ≤ 0.05 for all anal-
yses. The effect size was calculated on the basis of Rosenthal’s (1994) formula and
interpreted as suggested by Plonsky and Oswald (2014). In addition, the changes in
boredom levels of selected members of Group 1 and Group 2, that is, those partici-
pants who displayed the lowest and highest overall mean values of boredom in the
course of Class 1 and Class 2, were also subject to numerical analysis.
As far as the qualitative analysis is concerned, it was performed with two sets
of data. The first set involved the participants’ narratives (i.e., the last part of the
in-class boredom questionnaire) and the transcripts of semi-structured interviews.
The second set of data comprised graphical representations of boredom in each class
which combined the mean levels of boredom calculated at 5-min intervals set against
the background of the tasks and activities performed in a given class on the basis of
the lesson plans outlined above.
When it comes to the first set of data, the process of analysis by and large adhered to
the procedures outlined by Dörnyei (2007, pp. 250–257). Thus, the analysis consisted
of four stages: (1) the pre-coding stage, (2) the initial coding stage, (3) the second-
level coding stage and (4) the final coding stage. The students’ narratives were first
transcribed using a word processor program and the individual interviews underwent
partial transcription of the parts of the data that seemed to be important in light of
the issues under investigation (Dörnyei, 2007, p. 249), with the transcription being
subsequently saved as a Word file as well. The pre-coding stage commenced with a
careful reading of both sets of responses with the purpose of familiarizing oneself
with the data and uncovering some preliminary patterns and tendencies.1 The second
stage involved initial coding. According to Miles and Huberman (1994, p. 56), codes
are “tags or labels for assigning units of meaning to the descriptive or inferential
information compiled during a study.” During this stage the participants’ statements
were read several times in order to search “for recurring regularities in the data”
(Patton, 2002, p. 465). For any relevant words, phrases or sentences specific labels
were created and appropriate descriptions of the codes were made, which permitted
1 It
should be noted, however, that although no analysis was done during the transcription of the
data, some subconscious interpretations of the data might have occurred during that period of time.
a precise recoding of code properties. As for the third stage, it comprised second-
level coding. The purpose of this procedure was to “go beyond a mere descriptive
labeling of the relevant data segments” (Dörnyei, 2007, p. 252). During this stage,
the data were organized into new broad categories and this was done by clustering
some similar and closely connected categories produced in the previous stage and, if
no similarity was found, a new category was created. This stage proceeded until all
the meaningful components were categorized. Finally, the last, fourth stage involved
data interpretation and drawing conclusions (Dörnyei, 2007, p. 257). During the this
stage, the organized data were reviewed yet again and the present categories were
revised to accommodate new insights to be elaborated upon. The plausibility of the
obtained categories was subsequently verified by another researcher.
As mentioned above, the second set of data comprised graphical representations
that emerged from teacher lesson plans onto which students’ self-ratings of boredom
at 5-min intervals were juxtaposed. The analysis encompassed the interpretation of
the increases and decreases in the participants’ self-reported boredom levels against
the background of what happened in a particular lesson at a specific point in time, also
taking into account students’ interpretations and assessments revealed in the inter-
views and written narratives. In this case, the interpretations emerged from discus-
sions among the present authors to minimize the impacts of subjective perceptions
and evaluations.
3.7 Conclusion
The present chapter has provided a detailed description of the aims of the empirical
investigation, its design and participants as well as the research instruments used
to gather the requisite data and the procedures in which these data were analyzed.
Since the study included only a limited number of lessons and employed a small
sample that consisted of 23 students in total, it could be argued that more language
lessons and a larger sample may have supplied more data. However, it was the belief
of the present authors that meticulously analyzing the lessons and making careful,
in-depth comparisons between the two groups involved, which followed identical
lesson plans, were an effective way of obtaining further, invaluable insights into the
construct of boredom. Moreover, the limited numbers of lessons and participants were
compensated for by the employment of specifically designed research instruments by
means of which it was possible to obtain rich data and uncover unknown aspects of the
changing nature of boredom in the language classroom as well factors causing it. Such
an approach is in the spirit of the micro-perspective as it allowed the investigation of
boredom in a specific context with the help of information gleaned from a variety of
sources, thus revealing the intricate interplay of factors interacting in these contexts
rather than general tendencies. The findings of the study and their interpretation can
be found in Chapter Four.
Chapter 4
Findings of the Study
4.1 Introduction
The present chapter is devoted to the presentation and discussion of the results of
the study undertaken for the purpose of the present volume. Specifically, it focuses
on the outcomes of the in-depth analysis of the patterns of boredom as well as the
influences shaping these patterns in the four integrated skills classes taught to two
groups of Polish university students majoring in English. Initially, the differences
in the changes in overall boredom levels in Group 1 and Group 2 will be examined
and those in the variations in the levels of boredom at 5-min intervals in Class 1 and
Class 2 in both groups will be explored. Subsequently, the focus will be shifted to
what transpired in the course of the classes, separately for Group 1 and Group 2. In
each case, the results will be presented in the following order: (1) overall variation
in boredom levels in both classes with respect to the students’ self-reported ratings
of the intensity of this negative emotion, (2) the variation in boredom levels during
individual classes as well as for individual students, (3) the participants’ evaluations
of the classes, and, finally, (4) factors responsible for the changes in the experience of
boredom will be considered. This will be followed by the discussion of the findings
in terms of the research questions posed for the present empirical investigation and
some of the limitations will be highlighted as well.
4.2 Changes in Overall Boredom Levels in Group 1

and Group 2
Figure 4.1 offers a graphical representation of the overall levels of boredom for
Group 1 and Group 2 in Class 1 and Class 2, while Table 4.1 includes specific
means, standard deviations and information about statistical significance. As can be
seen from these data, the students in Group 1 self-reported greater intensity of the
feeling of boredom in Class 1 than their counterparts in Group 2 (M = 3.13 vs. M =

52 4 Findings of the Study
6
Level of boredom
1
Group 1 Group 2
Class 1 Class 2
Fig. 4.1 Levels of boredom in Class 1 and Class 2 for Group 1 and Group 2
Table 4.1 Mean self-reported levels of boredom in Group 1 and Group 2 during the two classes
under investigation, and the results of non-parametric Mann-Whitney U test
Group 1 Group 2 Statistical significance between groups (Mann-Whitney U
M (SD) M (SD) Test)
Class 1 3.13 (0.49) 2.78 (0.36) U = 55, p = 0.046, r = 0.38

Class 2 2.33 (0.65) 2.02 (0.23) U = 61, p = 0.088, r = 0.32
2.78). The difference in the mean boredom level equaled 0.35 and turned out to be
statistically significant although the effect size was small (U = 55, p = 0.046, r =
0.38). As regards Class 2, the participants in Group 1, once again, proved to be more
susceptible to boredom in comparison with Group 2 (M = 2.33 vs. M = 2.02).
The difference in the means amounted to 0.31, but it did not reach a statistically
significant value in this case and the effect size was small as well (U = 61, p =
0.088, r = 0.32). What is noteworthy is that not only were students in Group 1 more
prone to succumb to boredom in both classes than those in Group 2, but they also
proved to be more varied in the extent to which they were likely to experience this
negative emotion. This is evidenced by the values of standard deviation which were
consistently higher in the former than in the latter (0.49 and 0.65 in Group 1 vs. 0.36
and 0.23 in Group 2).
As can be seen in Fig. 4.2, which graphically presents the overall assessment of
the classes by Group 1 and Group 2, and Table 4.2, which offers the overall mean
and standard deviation values as well as information about statistical significance,
the members of Group 1 were less positive about the two classes in comparison with
the students in Group 2 (M = 4.48 vs. M = 4.65 for Class 1 and M = 4.79 vs. M =
5.31 for Class 2). It is worth noting that the differences in the means for Class 1 and
4.2 Changes in Overall Boredom Levels in Group 1 and Group 2 53
5
Mean
1
Group 1 Group 2
Class 1 Class 2
Fig. 4.2 Evaluations of Class 1 and Class 2 by Group 1 and Group 2
Table 4.2 Mean and standard deviation values of the evaluations of Class 1 and Class 2 by Group
1 and Group 2, and the results of non-parametric Mann-Whitney U test
Group 1 Group 2 Statistical significance between groups (Mann-Whitney U
M (SD) M (SD) Test)
Class 1 4.48 (1.04) 4.65 (1.34) U = 15, p = 0.223, r = 0.33

Class 2 4.79 (0.87) 5.31 (0.24) U = 15, p = 0.222, r = 0.33
Class 2 amounted to 0.17 and 0.52, respectively, and were not statistically significant
(U = 15, p = 0.223 and U = 15, p = 0.222, respectively). It should also be remarked
that the standard deviation values differed in each group as well as for each class
(e.g., they were higher in Group 2 for Class 2 than in Group 1 for Class 1), which
shows that the students differed in their evaluations of the two classes.
The levels of boredom at 5-min intervals during both classes in Group 1 and
Group 2 can be found in Table 4.3 and are graphically depicted in Fig. 4.3. As can
be seen from the data, the observed differences in Class 1 were the largest in minute
15 (3.00 in Group 1 and 2.00 in Group 2; a difference of one point), minute 35 (3.73
in Group 1 and 2.29 in Group 2; a difference of 1.44), minute 40 (3.82 in Group 1
and 3.00 in Group 2; a difference of 0.82), minute 45 (4.00 in Group 1 and 3.14 in
Group 2; a difference of 0.86), minute 55 (2.45 in Group 1 and 3.00 in Group 2; a
difference of 0.55) and minute 75 (2.27 in Group 1 and 3.00 in Group 2; a difference
of 0.73). It should be emphasized, however, that none of these differences proved
to be significant (p > 0.05). As regards Class 2, the greatest disparities in the self-
reported intensity of boredom between Group 1 and Group 2 were detected in minute
Table 4.3 Means, standard deviations, statistically significant differences and effect sizes for self-
reported levels of boredom in Group 1 and Group 2 during Class 1 and Class 2
Minutes Group 1 Group 2 Statistical significance between groups
M (SD) M (SD) (Mann-Whitney U Test)
Class 1 10 3.36 (1.75) 2.71 (2.06) No statistically significant differences

15 3.00 (1.34) 2.00 (1.41) found
20 2.82 (1.25) 2.29 (1.38)
25 3.18 (1.72) 2.86 (1.35)
30 3.09 (1.70) 2.57 (1.51)
35 3.73 (1.49) 2.29 (1.38)
40 3.82 (1.83) 3.00 (0.82)
45 4.00 (1.79) 3.14 (1.68)
50 3.00 (1.26) 2.86 (1.86)
55 2.45 (1.21) 3.00 (1.73)
60 3.18 (1.83) 3.00 (2.31)
65 3.09 (1.51) 3.14 (1.95)
70 2.82 (1.08) 3.00 (2.08)
75 2.27 (1.35) 3.00 (2.38)
Class 2 10 2.44 (0.88) 2.25 (1.16) Minute 25 (U = 15, p = 0.023, r = 0.55)
15 2.33 (1.22) 2.13 (1.13) Minute 50 (U = 14, p = 0.023, r = 0.55)
Minute 55 (U = 14, p = 0.030, r = 0.53)
20 1.89 (0.60) 2.38 (1.06)
25 1.33 (0.50) 2.00 (0.53)
30 2.44 (0.73) 2.00 (0.76)
35 2.22 (1.72) 2.13 (0.35)
40 2.44 (1.81) 1.88 (0.83)
45 2.67 (1.41) 1.75 (0.71)
50 2.89 (1.45) 1.50 (0.53)
55 3.44 (1.59) 1.88 (1.13)
60 3.44 (1.42) 2.25 (1.04)
65 2.11 (1.17) 2.25 (1.04)
70 1.56 (1.13) 2.00 (1.31)
75 1.44 (0.73) 1.88 (1.13)
25 (1.33 in Group 1 and 2.00 in Group 2; a difference of 0.67), minute 40 (2.44 in

Group 1 and 1.88 in Group 2; a difference of 0.56), minute 45 (2.67 in Group 1 and
1.75 in Group 2; a difference of 0.92), minute 50 (2.89 in Group 1 and 1.50 in Group
2; a difference of 1.39), minute 55 (3.44 in Group 1 and 1.88 in Group 2; a difference
of 1.56) and minute 60 (3.44 in Group 1 and 2.25 in Group 2; a difference of 1.19). In
contrast to Class 1, the Mann-Whitney U Test showed that some of these differences
between Group 1 and Group 2 turned out to be significant, with the effect sizes being
4.2 Changes in Overall Boredom Levels in Group 1 and Group 2 55
Group 1 Class 1 Group 1 Class 2 Group 2 Class 1 Group 2 Class 2

7
6
Level of boredom
1
10 15 20 25 30 35 40 45 50 55 60 65 70 75
Minutes
Fig. 4.3 Changes in the self-reported levels of boredom at 5-min intervals in Class 1 and Class 2
for Group 1 and Group 2
moderate. This was the case for the following three points of measurement: minute
25 (U = 15, p = 0.023, r = 0.55), minute 50 (U = 14, p = 0.023, r = 0.55) and
minute 55 (U = 14, p = 0.030, r = 0.53). It is also worth noting that both groups
varied in their self-reported levels of boredom during the two classes as evidenced
by the values of standard deviation which were rather high in both groups throughout
Class 1 but lower on some occasions in Class 2 (e.g., minutes 20–30 in Group 1 and
minutes 25–50 in Group 2).

in Group 1
As mentioned in the introduction, the subsections that follow focus on overall fluctu-
ations in the intensity of boredom in Class 1 and Class 2, changes in the experience of
this negative emotion in each of the two classes taken separately, the ways in which
boredom changed for individual students and participants’ evaluations of the classes
under investigation. These results are based on the outcomes of quantitative analysis.
4.3.1 Overall Changes in Boredom Levels in the Two Classes
As can be seen from Table 4.4 and Fig. 4.4, which numerically and graphically
present the levels of boredom in Group 1 for Class 1 and Class 2, both overall and
at 5-minute intervals, the students experienced this negative academic emotion more
acutely in the case of the former (M = 3.13) than in the latter (M = 2.33). The overall
difference in the means between the two classes amounted to 0.80 and turned out
to be statistically significant (p = 0.009), with a medium effect size (r = 0.49). It
should also be noted that there was little individual variation in this respect between
Class 1 and Class 2, as evident in the values of standard deviation which were quite
low and similar. The fluctuations in the self-reported intensity of boredom were more
pronounced in Class 2, which is visible in the fact that the lowest boredom mean
amounted to 1.33 (minute 25), while the highest stood at 3.44 (minutes 55 and 60),
with a difference of 2.11. The Wilcoxon Signed Rank Test found these differences to
be statistically significant (p = 0.011) and the effect size was moderate (r = 0.60).
By contrast, in Class 1, the extent of variation was lower since the largest difference
of 1.73 was detected between minute 45 (M = 4.00) and minute 75 (M = 2.27),
but also reached significance (p = 0.44) with the effect size verging on small (r =
0.43).
It should also be noted that some similarities but differences as well could be
observed in the overall patterns of boredom in the two classes taught to Group 1.
More precisely, there was a decrease in the self-reported intensity of boredom from
the very beginning of both classes, albeit from different initial levels (higher in Class
1), followed by a temporary growth (minute 25 in Class 1 and minute 30 in Class 2),
a small, one could say minute, drop (minute 30 in Class 1 and minute 35 in Class
2), followed by a steady increase until minute 45 in Class 1 and minute 55 in Class
2. Then, in Class 1, a major decrease in boredom levels occurred in minute 50 and
continued until minute 55, but then a spike in the experience of this negative emotion
was recorded, which was followed by a steady downward trend which persisted until
the end of the class in question. As for Class 2, the intensity of boredom leveled off
between minutes 55 and 60, with the participants reporting being gradually less and
less bored till the end of the class. On a more general level, when the trajectories of
boredom in Class 1 and Class 2 are set against each other, it becomes clear that while
the reported mean intensity of this negative emotion was consistently higher in Class
1 than Class 2 for the first 50 min, this tendency was reversed between minutes 55
and 60, but then the initial pattern was seen to reinstate itself in the course of the last
15 min in both classes.
4.3 Self-reported Boredom Levels and Class Evaluations in Group 1 57
ratings on the boredom grid in Class 1 and Class 2 taught in Group 1
Minutes M (SD) Statistical significance between minutes (Wilcoxon Signed
Rank Test)
Class 1 10 3.36 (1.75) 15 ↔ 45 (Z = 2.157, p = 0.031, r = 0.46)
15 3.00 (1.34) 20 ↔ 35 (Z = 2.332, p = 0.020, r = 0.50)
20 ↔ 45 (Z = 2.360, p = 0.018, r = 0.50)
20 2.82 (1.25) 30 ↔ 40 (Z = 2.271, p = 0.023, r = 0.48)
25 3.18 (1.72) 35 ↔ 75 (Z = 2.399, p = 0.016, r = 0.51)
30 3.09 (1.70) 40 ↔ 55 (Z = 2.547, p = 0.011, r = 0.54)
40 ↔ 75 (Z = 2.155, p = 0.031, r = 0.46)
35 3.73 (1.49) 45 ↔ 50 (Z = 2.326, p = 0.020, r = 0.50)
40 3.82 (1.83) 45 ↔ 55 (Z = 2.539, p = 0.011, r = 0.54)
45 4.00 (1.79) 45 ↔ 75 (Z = 2.013, p = 0.044, r = 0.43)
50 3.00 (1.26)
55 2.45 (1.21)
60 3.18 (1.83)
65 3.09 (1.51)
70 2.82 (1.08)
75 2.27 (1.35)
Class 2 10 2.44 (0.88) 10 ↔ 25 (Z = 2.157, p = 0.031, r = 0.51)
15 2.33 (1.22) 15 ↔ 25 (Z = 2.530, p = 0.011, r = 0.60)
20 ↔ 55 (Z = 2.456, p = 0.014, r = 0.58)
20 1.89 (0.60) 20 ↔ 60 (Z = 2.388, p = 0.017, r = 0.56)
25 1.33 (0.50) 25 ↔ 30 (Z = 2.428, p = 0.015, r = 0.57)
30 2.44 (0.73) 25 ↔ 45 (Z = 2.414, p = 0.016, r = 0.57)
25 ↔ 50 (Z = 2.388, p = 0.017, r = 0.56)
35 2.22 (1.72) 25 ↔ 55 (Z = 2.536, p = 0.011, r = 0.60)
40 2.44 (1.81) 25 ↔ 60 (Z = 2.546, p = 0.011, r = 0.60)
45 2.67 (1.41) 50 ↔ 65 (Z = 2.070, p = 0.038, r = 0.49)
50 ↔ 70 (Z = 2.588, p = 0.010, r = 0.61)
50 2.89 (1.45) 50 ↔ 75 (Z = 2.041, p = 0.041, r = 0.48)
55 3.44 (1.59) 55 ↔ 65 (Z = 2.636, p = 0.008, r = 0.62)
60 3.44 (1.42) 55 ↔ 70 (Z = 2.546, p = 0.011, r = 0.60)
55 ↔ 75 (Z = 2.459, p = 0.014, r = 0.58)
65 2.11 (1.17) 60 ↔ 65 (Z = 2.585, p = 0.010, r = 0.61)
70 1.56 (1.13) 60 ↔ 70 (Z = 2.701, p = 0.007, r = 0.64)
60 ↔ 75 (Z = 2.448, p = 0.014, r = 0.58)
75 1.44 (0.73)
65 ↔ 70 (Z = 2.236, p = 0.025, r = 0.53)
Overall Class 1 3.13 (0.49) Class 1 ↔ Class 2 (Z = 2.605, p = 0.009, r = 0.49)
Class 2 2.33 (0.65)
Class 1 Class 2
7
6
Level of boredom
1
10 15 20 25 30 35 40 45 50 55 60 65 70 75
Minutes
Fig. 4.4 Changes in the self-reported levels of boredom in Class 1 and Class 2 for Group 1
4.3.2 Changes in Boredom Levels During Individual Classes
In the present subsection, an attempt will be made to relate the patterns of boredom
intensity that were identified in Class 1 and Class 2 in Group 1 to the ways in which
these classes proceeded. When it comes to Class 1, Fig. 4.5 shows that the students
Fig. 4.5 Changes in the level of boredom reported in Class 1 in Group 1. Note O = organization,
V = vocabulary, G = grammar, R = reading, S = speaking, L = listening, C = conclusion
became quite bored in the first 10 min, which is evident in the fact that the initially
reported boredom level in this minute equaled 3.36 points. This was the time when
the teacher provided feedback on the homework assignment, explained the aims of
the class and talked about activities to be covered in class (O = organization). The
situation started to change during the first two activities in which the participants were
asked to complete a set of sentences with appropriate words (V = vocabulary) and
read a short text devoted to the language of cause and effect (G1 = grammar), where
a decrease in boredom levels from 3 points (minute 15) to 2.82 (minute 20) could
be observed. Subsequently, the levels of boredom started to rise during the second
grammar activity (G2), where the students were requested to read and complete a
text with words indicating cause-and-effect relationships. The intensity of boredom
continued to grow at the beginning of the third grammar activity (G3), where the
students were asked to listen to an actor and select words and expressions concerning
the language of cause and effect but it began to fall slightly somewhere in the middle
of this activity and when the students set about reading the text about “work expe-
rience program” (R) (minute 30). This was followed by a rather sharp increase in
the intensity of the experience of boredom (M = 3.73 points, minute 35) which
persisted until minute 45 when it reached its peak (M = 4.00). During that time the
students were reading the text in question and were subsequently asked to answer a
set of questions about it. A one-point drop in the levels of boredom was subsequently
observed at the end of the speaking task (S) (minute 50), in which the learners were
asked to work in pairs and talk about jobs most valuable to society. The intensity of
boredom continued to diminish until the first half of the listening activity (L) (M =
2.45, minute 55), devoted to listening to eight individuals talking about their jobs.
As the listening activity was in progress, though, an increase in the level of boredom
was initiated, which is evidenced by an increase of 0.73 from minute 55 to minute
60, followed by a slight decrease in the next five minutes towards the end of the task
(M = 3.18 in minute 60 and M = 3.09 in minute 65). The remainder of Class 1
(i.e., minutes 70 and 75) witnessed a steady decrease in boredom levels when the
participants, in pairs, discussed the most and least interesting jobs (S2) (a change of
0.82 from minute 65 to minute 75).
Moving on to Class 2 conducted in Group 1, Fig. 4.6 shows that the students
reported a moderate level of boredom after the first 15 min (in this case the mean
oscillating around 2.5). This was the time when the teacher introduced the aims of the
class, talked about the tasks and activities to be performed and offered feedback on
the language test that the students had sat in one of the previous classes (O = organi-
zation). The experience of boredom reported by the participants was even lower after
the next five minutes (a change of 0.44 from minute 15 to minute 20) and it continued
to fall until minute 25, reaching its lowest level during this class at this point (M =
1.33). This steady decrease in the experience of boredom occurred during a speaking
activity (S1) devoted to a discussion a number of inventions shown in a picture
taken from a coursebook. The following task (R + S = reading + speaking), which
consisted in reading five short descriptions of “unsuccessful” inventions accompa-
nied by a discussion performed in pairs, resulted in, first, a substantial increase in
the experience of boredom (a change of 1.11 from minute 25 to minute 30), second,
a minor drop (a change of 0.22 from minute 30 to minute 35), and, third, a slight
increase in its level (a change of 0.22 from minute 35 to minute 40). The level of
boredom continued to rise throughout the next two vocabulary exercises (V1 and V2)
(2.67 in minute 45 and 2.89 in minute 55), dealing with adjectives (i.e., grouping
a set of adjectives into positive and negative ones and completing some sentences
with suitable words), and this tendency was maintained during the listening task
(L), where the students familiarized themselves with a radio program in which four
people talked about things they could not live without and then were requested to
answer a number of questions, reaching its apex as this task was drawing to a close
(3.44 points in minute 55). This high level of boredom persisted at the beginning of
the subsequent grammar activity (G) (minute 60) devoted to modal verbs, in which
the learners were asked to identify their meanings in specific contexts and complete
several sentences with appropriate verbs of this kind but the intensity of boredom
decreased considerably (a change of 1.85 from minute 60 to minute 70) during the
grammar activity in question. The last activity, that is, a role-play in which the partic-
ipants were asked to sell an invention (S2), brought about a further decrease, albeit
a minute one, in the experience of this academic negative emotion (a change of 0.12
from minute 70 to minute 75) confirming the overall trend that began to set in towards
the completion of the class.
4.3.3 Changes in Boredom Levels Within Individual Students
As demonstrated in Table 4.5, which includes the mean and standard deviation values
for self-reported boredom levels for the two classes taught in Group 1, as well as
Figs. 4.7 and 4.8, which diagrammatically represent the levels of boredom for each
of the students in Group 1 at the 14 measurement points when self-ratings were
provided on the boredom grid in Class 1 and Class 2, there was considerable indi-
vidual variation in this respect. For example, if we examine the mean values of the
self-reported boredom levels for each student in Class 1, it becomes evident that the
mean ratings for particular students range from 1.57 to 5.71 (a difference of 4.14
points), and in 5 out of the 11 cases (almost 50%) they exceed the overall average for
the entire group (i.e., 3.13). Since it makes little sense to discuss in detail the changes
in boredom levels for all of the members of Group 1, not least because some of these
were minute and not very revealing, the self-ratings of only selected participants,
that is, those who exhibited the lowest and highest overall mean values of boredom
in the course of both classes, will be subjected to detailed analysis in this subsection.
For this reason, the patterns of boredom of four students will undergo close scrutiny
at this juncture, namely S9 and S13 in Class 1 and S2 and S10 in Class 2.
Overall, S9 experienced the lowest level of boredom (M = 1.57, SD = 0.76) of all
the participants in Class 1. He felt somewhat bored in the first ten minutes dedicated
to checking the homework assignment and explicating organizational issues (i.e.,
aims of the class, the activities to be included). The student reported no boredom (a
self-rating of 1) with the onset of the first activity related to vocabulary practice (V)
(i.e., filling out the gaps in sentences) as well as during two subsequent grammar
Table 4.5 Mean and

Student Class 1 Class 2
standard deviation values for
individual members of Group M (SD) M (SD)
1 in both classes S1 2.36 (0.84) 1.93 (0.83)
S2 * 1.50 (0.65)
S3 3.64 (2.10) *
S4 2.93 (0.92) *
S5 2.79 (0.89) 1.86 (0.66)
S6 * 2.50 (1.74)
S7 2.29 (0.91) 1.57 (0.76)
S8 3.50 (1.09) 2.93 (1.44)
S9 1.57 (0.76) *
S10 3.43 (1.28) 3.21 (1.58)
S11 2.36 (0.93) 2.36 (1.08)
S12 3.86 (0.95) 3.14 (1.56)
S13 5.71 (1.38) *
Note *Indicates students’ absence
6
S1
S3
5
Level of boredom
S4
S5
S7
4
S8
S9
3 S10
S11
S12
2 S13
1
10 15 20 25 30 35 40 45 50 55 60 65 70 75
Minutes
Fig. 4.7 Changes in the level of boredom for individual members of Group 1 in Class 1 with a
particular focus on S9 and S13
S1
Level of boredom
5 S2
S5
4 S6
S7
3 S8
S10
S11
2
S12
1
10 15 20 25 30 35 40 45 50 55 60 65 70 75
Minutes
Fig. 4.8 Changes in the level of boredom for individual members of Group 1 in Class 2, with a
activities (G1 and G2) in which the participants were requested to read a short text and
underline expressions related to the language of cause and effect as well as to read
and complete a text with appropriate cause-and-effect words. The student started
to experience some boredom during the third grammar activity (G3) which again
revolved around the issue of the language of cause and effect and at the beginning of
reading about “work experience program” (R) (a self-rating of 2 in minute 35) (see
Fig. 4.7). Then a one-point increase and a one-point decrease in the self-reported level
of boredom could be observed in minutes 40 and 45, respectively. This was the time
when the students continued reading the text, started answering questions related to it
and when the comprehension of text content was verified by the teacher. The speaking
task involving the discussion of jobs that are the most valuable to society (S1) resulted
in total disappearance of the experience of boredom and this situation was maintained
until the end of the listening task (L) in which the participants were requested to listen
to people discussing their occupations and answer comprehension questions (minutes
50–65). This was followed by a one-point increase in the intensity of boredom when
the students started to converse about the most and the least interesting jobs (S2)
(minute 70). Subsequently, this negative emotion disappeared completely at the end
of the class, when the last beep was sounded and the last measurement was taken.
S13 was the most bored member of Group 1 in Class 1. His overall self-reported
boredom level equaled 5.71 on the 1–7 scale and can thus be regarded as rather high.
The student also manifested variations in his experience of this negative emotion
throughout the class in question, with frequent ups and downs in his self-ratings,
which is evidenced in the overall value of standard deviation amounting to 1.38,
being the highest in the entire group. In more specific terms, S13 felt extremely bored
after the first ten minutes of the class which focused on going over the homework
assignment and discussing organizational matters (see Fig. 4.7). His self-reported
level of boredom fell quite noticeably at the end of the vocabulary activity (V) (a
self-rating of 4.00 in minute 15), but then it started to increase during the grammar
exercises (G1, G2 and G3) concerning the language of cause and effect and reached
its highest level at the start of the reading task (R) (a self-rating of 7 in minute 30).
This was followed by a one-point drop and a one-point rise, with the intensity of
boredom leveling off until the end of the reading task (a rating of 7.00 in minute 45).
The student started to exhibit less boredom during the speaking task (S1) devoted
to the topic of jobs most valuable to society (a self-rating of 5.00 in minute 50) and
the intensity of boredom remained at the same level for the first several minutes of
the listening task (L) (a self-rating of 5.00 in minute 55). The rest of the listening
task was perceived by the student as extremely boring, as evident in his self-rating
of boredom which reached its maximum value on the grid (7.00 in minutes 60 and
65). The intensity of boredom fell quite dramatically during the speaking task (S2)
in which the participants were requested to work in pairs and carry out conversations
about the most and the least interesting jobs (a difference of 4.00 in self-ratings
between minutes 65 and 75) (see Fig. 4.7).
S2 was the least bored member of Group 1 during Class 2 (M = 1.50, SD =
0.65). The learner experienced a small dose of boredom in the first 15 min devoted
to commenting on organizational issues and providing feedback on the results of a
language test (see Fig. 4.8). She reported feeling no boredom during the speaking task
(S1), which involved a short discussion about inventions in minutes 20–25, but started
to experience this negative emotion in the initial minutes of the reading activity about
“unsuccessful” inventions (R + S) (a self-rating of 2.00 in minute 30). The intensity
of boredom then decreased to the minimum level on the grid and stabilized at this
level throughout the follow-up discussion of the “unsuccessful” inventions as well
as the subsequent vocabulary activities dealing with a set of adjectives (V1 and V2)
(minutes 35–50). This was followed by a small increase in boredom (a self-rating
of 2.00 in minute 55) during the listening task (L) which focused on things people
could not live without and was followed by a series of questions. This low level of
boredom was maintained during the rest of the activity and also at the outset of the
grammar exercise (G), that is, until minute 60. Afterwards, the feeling of boredom
disappeared during the performance of a grammar activity (G) that dealt with modal
verbs (minutes 65–70). The last five minutes of the class, dedicated to the completion
of a speaking task (S2) in which the students tried to sell an invention, witnessed
a rather sudden and unexpected increase in the student’s experience of boredom (a
self-rating of 3.00 in minute 75).
As indicated above, S10, on the whole, reported the highest level of boredom in
Class 2 (M = 3.21), but this experience was also subject to major fluctuations, as
shown in the pretty high standard deviation value (1.58). As illustrated in Fig. 4.8,
the student displayed a sudden rise in his experience of boredom at the end of the
organizational part of the class when the teacher finished discussing the outcomes of
the language test (a difference of 3.00 between minutes 10–15). This was followed by
a sudden drop in the self-reported intensity of boredom somewhere in the middle of
the speaking activity performed in dyads and devoted to discussing inventions (S1) (a
self-rating of 1.00 in minute 20). Although a one-point increase in his boredom level
could be observed at the time of the next measurement (minute 25), the low level
of boredom (a self-rating of 2.00) was maintained during the next activity which
concerned reading and talking about “unsuccessful” inventions (R + S) (minutes
25–40). The subsequent vocabulary activities (V1 and V2) and the listening task (L)
gave rise to quite a sharp increase in the intensity of boredom over the next 15 min,
with the outcome that it reached its apex (a self-rating of 6.00) in minute 55. This
was followed by a steady decrease in his experience of boredom during the final
grammar (G) and speaking activities (S2), with a difference of four points between
minutes 55 and 75 (see Fig. 4.8).
4.3.4 Participants’ Evaluation of the Classes
The students’ post hoc evaluations of Class 1 and Class 2 in both groups can be
hypothesized as an additional factor influencing the occurrence of boredom as well
as the observed fluctuations in this respect. The evaluations for Group 1 are included
in Table 4.6, where the participants’ responses on the sematic differential scale (e.g.,
interesting vs. boring) were converted into values on a 7-point Likert scale. As can
Table 4.6 Participants’ evaluation of Class 1 and Class 2 in Group 1
meaningless dull—exciting useless—useful unsatisfying—satisfying usual—unusual unappealing—appealing monotonous—absorbing Overall
– meaningful
Class M 5.18 4.82 5.36 4.73 2.36 5.00 3.91 4.48
1
SD 1.47 1.17 1.12 1.27 1.29 1.10 1.38 1.04
Class M 4.56 5.67 4.78 5.67 3.11 5.11 4.67 4.79
2
SD 1.59 0.87 1.64 1.00 1.90 1.62 1.94 0.87
4.3 Self-reported Boredom Levels and Class Evaluations in Group 1
65
Table 4.7 Mean and

the evaluation of the classes M (SD) M (SD)
by individual members of S1 4.86 (1.86) 5.43 (2.07)
Group 1
S2 * 5.43 (1.81)
S3 3.57 (1.62) *
S4 5.29 (0.76) *
S5 4.57 (0.79) 6.29 (0.76)
S6 * 3.29 (1.38)
S7 5.71 (0.95) 5.86 (0.38)
S8 4.14 (1.35) 3.86 (1.21)
S9 5.43 (1.27) *
S10 3.29 (1.38) 3.43 (1.51)
S11 4.86 (0.69) 5.86 (1.07)
S12 4.14 (1.35) 3.71 (0.95)
S13 3.43 (2.57) *
be seen from these data, on the whole, Class 2 was viewed by the participants as less
boring (M = 4.79) than Class 1 (M = 4.48), with the difference in the means between
the two classes equaling 0.31. It should be pointed out, however, that this difference
was marginal and, not surprisingly, failed to reach significance (p > 0.05). With
respect to the specific dimensions of the evaluations, on the one hand, the students
viewed Class 1 as useful (M = 5.36), meaningful (M = 5.18) and appealing (M =
5.00) but, on the other hand, they regarded it as pretty usual (M = 2.36). In contrast,
Class 2 tended to be described as exciting, satisfying (both M = 5.67) and appealing
(M = 5.11) but, again, quite usual (M = 3.11). It is also worth drawing attention
to the fact that the standard deviation values were higher for Class 1 (SD = 1.04)
when compared with Class 2 (0.87), with the difference of 0.17. Even though this
difference was relatively small, it still indicates that the participants differed in their
evaluation of the specific dimensions according to which the class was assessed.
The patterns of individual variation with respect to the post hoc evaluations of
classes taught in Group 1 become more transparent when we relate them to the self-
ratings of boredom provided by specific students. Since it does not seem warranted
to include in this analysis all the students who participated in both classes, such
examination will be confined here to the individuals who demonstrated the lowest
and highest overall mean values of boredom, that is, yet again, S9 and S13 in Class
1 as well as S2 and S10 in Class 2. For S9, who manifested the least boredom,
the evaluation of Class 1 equaled 5.43 (SD = 1.27) and was the second highest in
the group (see Table 4.7). As illustrated in Fig. 4.9, he found the entire class and the
activities it included to be highly meaningful, pretty useful, satisfying and absorbing,
but, mirroring the tendency revealed for the whole group, also quite usual. As for S13,
for whom the feeling of boredom was the most acute, his overall assessment of the
meaningless – meaningful
Level of boredom
5
dull – exciting
useless – useful
4
unsatisfying – satisfying
usual – unusual
3 unappealing – appealing
monotonous – absorbing
2
1
S1 S3 S4 S5 S7 S8 S9 S10 S11 S12 S13
Fig. 4.9 Individual students’ evaluations of Class 1 (sematic differential scale converted into a
7-point Likert scale)
class amounted to 3.43, which was the second lowest score in Group 1. The relatively
high value of standard deviation, which stood at 2.57, testifies to the existence of
considerable inconsistency in his perceptions of Class 1 (see Table 4.7). To be more
precise, even though the participant found the class to be highly monotonous, usual
and quite unsatisfying, he also viewed it as very meaningful and appealing, showing
that such disparate assessments are not mutually exclusive (see Fig. 4.9).
When it comes to Class 2, S2’s overall evaluation of this class amounted to 5.43,
which represents one of the moderate scores among the members of Group 1. This
finding is admittedly somewhat surprising in view of the fact that this participant
self-reported the lowest intensity of boredom in this class. Interestingly, the relatively
high value of the standard deviation (SD = 1.81) indicated substantial variation in
the learner’s opinions about the content of the class, the tasks and activities used as
well as its overall progress. More specifically, she considered the class to be, on the
one hand, very meaningful, unusual, exciting, satisfying and absorbing, but, on the
other hand, regarded it as rather usual, again sharing the overall sentiments of the
other members of the group (see Fig. 4.10). As regards S10, his overall evaluation of
Class 2 equaled 3.43 points, being the second lowest mean score among his group
members, a finding that was predictable to some extent, given that he proved to be
the most bored in it. His assessment of the class under investigation was also far from
unidimensional, as visible in a pretty high general value of the standard deviation
(SD = 1.51). As can be seen in Fig. 4.10, in the view of the participant, the class
was useless and usual; however, which is not easy to explain, it was simultaneously
exciting and fairly satisfying.
5 meaningless – meaningful
Level of boredom
dull – exciting
useless – useful
4
usual – unusual
1
S1 S2 S5 S6 S7 S8 S10 S11 S12
Fig. 4.10 Individual students’ evaluation of Class 2 (sematic differential scale converted into a

in Group 2
Similar to the organization of Sect. 4.3, which focused on the results of quantitative
analysis for Group 1, the following subsections are devoted to presenting Group 2’s
overall variations in the intensity of boredom in Class 1 and Class 2, fluctuations in
the experience of boredom in the two classes under investigation, the ways in which
this negative emotion altered for individual participants and the students’ post hoc
evaluations of the classes in question. As was the case in Sect. 4.3, the results are the
product of quantitative analysis.
4.4.1 Overall Changes in Boredom Levels in the Two Classes
Table 4.8 includes numerical data related to the mean and standard deviation values
of boredom and Fig. 4.11 graphically shows the levels of boredom in Group 2 for
Class 1 and Class 2, both in general and at 5-min intervals. As can be seen from these
two data sources, the students experienced more boredom in Class 1 (M = 2.78)
than in Class 2 (M = 2.02). This difference between the two classes was sizable,
amounting to 0.76; it is thus not surprising that it reached statistical significance (p
= 0.002) and the effect size was moderate (r = 0.59). The students also manifested
some variation in their experience of boredom in the two class but it was rather low,
as evident in the overall standard deviation values (see Table 4.8). The fluctuations
ratings on the boredom grid in Class 1 and Class 2 taught in Group 2
Minutes M (SD) Statistical significance between minutes (Wilcoxon Signed
Rank Test)
Class 1 10 2.71 (2.06) No statistically significant differences found
15 2.00 (1.41)
20 2.29 (1.38)
25 2.86 (1.35)
30 2.57 (1.51)
35 2.29 (1.38)
40 3.00 (0.82)
45 3.14 (1.68)
50 2.86 (1.86)
55 3.00 (1.73)
60 3.00 (2.31)
65 3.14 (1.95)
70 3.00 (2.08)
75 3.00 (2.38)
Class 2 10 2.25 (1.16) 50 ↔ 60 (Z = 2.121, p = 0.034, r = 0.53)
15 2.13 (1.13) 50 ↔ 65 (Z = 2.121, p = 0.034, r = 0.53)
20 2.38 (1.06)
25 2.00 (0.53)
30 2.00 (0.76)
35 2.13 (0.35)
40 1.88 (0.83)
45 1.75 (0.71)
50 1.50 (0.53)
55 1.88 (1.13)
60 2.25 (1.04)
65 2.25 (1.04)
2.00 (1.31)
1.88 (1.13)
Overall Class 1 2.78 (0.36) Class 1 ↔ Class 2 (Z = 3.111, p = 0.002, r = 0.59)
Class 2 2.02 (0.23)
in the boredom levels were slightly more visible in Class 1, which is evident in the
fact that the lowest mean self-rating of boredom intensity equaled 2.00 (minute 15),
while the highest amounted to 3.14 (minute 45 and minute 65), with a difference
of 1.14. It should be noted, however, that the Wilcoxon Signed Rank Test did not
find these differences to be statistically significant (p > 0.05). As for Class 2, the
Class 1 Class 2
7
6
Level of boredom
1
10 15 20 25 30 35 40 45 50 55 60 65 70 75
Minutes
Fig. 4.11 Changes in the self-reported levels of boredom in Class 1 and Class 2 for Group 2
lowest level of boredom was detected in minute 50 (a self-rating of 1.50) and the
highest could be observed in minute 20 (a self-rating of 2.38). The difference in the
self-reported means amounted to 0.88 but, as was the case in Class 1, failed to reach
statistical significance (p > 0.05).
When it comes to the overall patterns of boredom in the two classes, the analysis
provided evidence for the existence of differences as well (see Fig. 4.11). The reported
experience of boredom in the first half of Class 1, that is from minute 10 to minute 40,
can be characterized as quite dynamic in view of the fact that it was subject to much
more abrupt changes (e.g., a change of 0.86 from minute 15 to minute 25, a change
of 0.57 from minute 25 to minute 35) than the intensity of this negative emotion in
the second part of the class (i.e., minutes 45–75) which can be described as pretty
stable, with the reported levels of boredom oscillating around the value of 3.00. As
regards Class 2, the students reported being more bored in the first twenty minutes
and in minutes 60–65, but the self-reported values barely exceeded 2.00 in both cases.
By contrast, the participants started to experience less boredom somewhere in the
middle of the class (i.e., minute 40), with an upward trend starting to set in again in
minute 50, which was followed by a steady fall from minute 65. On the whole, it is
clear that while the patterns of boredom overlapped to some extent until minute 20, a
gap appeared thereafter, which was largely maintained until the end of the respective
classes.
4.4.2 Changes in Boredom Levels During Individual Classes
As was the case with Group 1, the aim of the present subsection is to examine
the changes in the self-reported levels of boredom as a function of the tasks and
activities planned for the two classes under investigation. As illustrated in Fig. 4.12,
the members of Group 2 were slightly bored in the initial minutes of Class 1 devoted
to some introductory issues and provision of feedback on a homework assignment (O
= organization, a mean self-rating of 2.71 in minute 10). The vocabulary activity (V)
consisting in filling out gaps in pairs of sentences resulted in a drop in the intensity
of this negative emotion (a change of 0.71 from minute 10 to minute 15) but the
mean boredom levels subsequently started to rise during an activity (G1 = grammar)
requiring the students to read the text which contained phrases used to indicate the
relationships of cause and effect (a self-rating of 2.29 in minute 20), and to complete
the text with appropriate words (G2 = grammar, 2.86, minute 25). This trend was
carried over to the initial phase of the subsequent activity (G3) in which the students
were instructed to listen to an actor and select words and expressions related to the
language of cause and effect (the mean self-rating of 2.86 in minute 25). However, as
the task was in progress, the students reported experiencing less and less boredom,
with its level still being on the decrease in the first few minutes of the subsequent
reading activity (R) involving reading the text about “work experience program”
(the mean self-rating of 2.29 in minute 35). Somewhere in the middle of this task the
participants reported a substantial increase in the intensity of boredom (a change of
0.71 from minute 35 to minute 40), followed by a less pronounced one at the end of
the task (a change of 0.14 from minute 40 to minute 45). In the speaking activity (S1)
that followed, in which the students were requested to talk about jobs that are most
valuable to society, a slight drop in the experience of boredom could be observed
(a change of 0.28 from minute 45 to minute 50). The mean self-ratings of boredom
then increased slightly, only to level off and remain at the same level (i.e., 3.00) for
the remaining consecutive measurements (i.e., minutes 55, 60, 70 and 75), with the
exception of minute 65 where a slight rise was detected (a change of 0.14 from minute
60 to minute 65). These rather low and stable boredom levels were recorded during
listening (L) and speaking (S2) activities when the participants were familiarized with
the stories of people talking about their jobs, answered comprehension questions,
and were then requested to talk about the most and the least interesting jobs (see
Fig. 4.12).
When it comes to Class 2, the first phase (O = organization), approximately ten
minutes in length, which was dedicated to the presentation of the aims to be achieved,
the language tasks and activities to be covered, and the provision of feedback on the
language test, witnessed a low level of boredom, barely exceeding the mean value
of 2.00 (see Fig. 4.13). Subsequently, the reported experience of boredom decreased
and increased slightly in minute 15 (the mean self-rating of 2.13) and minute 20 (the
mean self-rating of 2.38), respectively, when the students were engaged in performing
a speaking activity (S1) (i.e., discussing inventions in pairs). This was followed by
a 0.38 decrease at the start of reading short texts about “unsuccessful” inventions
(R + S). The reported level of boredom did not change during the follow-up task
in which the participants talked about these inventions, although a slight rise was
detected towards the end of this task (R + S, the mean self-rating of 2.13 in minute
35). The activities encompassing vocabulary practice (V1 and V2) (i.e., grouping
adjectives into positive and negative and selecting the best adjectives to be used in
a set of sentences) resulted in a continuous decrease in the experience of boredom
(mean self-ratings of 1.88 in minute 40 and 1.75 in minute 45, respectively). The
beginning of the listening activity (L) in which the students were asked to listen to a
radio program where anonymous individuals were discussing things they could not
manage without brought about the lowest level of boredom (the mean self-rating of
1.50 in minute 50). However, two increases in the levels of boredom were reported
when the listening task was in progress (a change of 0.33 from minute 50 to minute
55) and when the students were required to answer questions related to the task
(a change of 0.37 from minute 55 to minute 60). This boredom level (the mean
self-rating of 2.25) did not change during the following grammar activity (G), which
consisted in guessing the correct meaning of modal verbs and using them to complete
a set of sentences, and then it kept falling during a role-play activity (S2) in which
the participants’ task was to sell an invention (a change of 0.37 from minute 65 to
minute 75).
4.4 Self-reported Boredom Levels and Class Evaluations in Group 2
Fig. 4.13 Changes in the level of boredom reported in Class 2 in Group 2. Note O = organization, V = vocabulary, G = grammar, R = reading, S = speaking,
L = listening, C = conclusion
73
4.4.3 Changes in Boredom Levels Within Individual Students
Table 4.9 includes the mean and standard deviation values of self-reported boredom
intensity for the students in Group 2 in Class 1 and Class 2, whereas Figs. 4.14
and 4.15 diagrammatically show the levels of boredom for individual students for
the14 times when self-ratings were indicated on the boredom grid in response to
a beep. As can be seen from these data, the learners differed quite considerably in
their experience of boredom in the course of the two classes. For example, the mean
value for individual participants in Class 1 and Class 2 ranged from 1.29 to 5.43
Table 4.9 Mean and

individual members of Group M (SD) M (SD)
2 in both classes S1 * 2.71 (0.83)
S2 5.43 (0.85) *
S3 1.57 (0.65) 1.79 (0.70)
S4 * 1.71 (0.83)
S5 3.64 (1.39) 2.71 (0.99)
S6 1.86 (1.17) 2.36 (0.74)
S7 1.29 (0.61) 1.86 (0.95)
S8 3.57 (1.02) 1.86 (0.77)
S9 2.07 (0.73) *
S10 * 1.14 (0.36)
6
Level of boredom
5 S2
S3
4 S5
S6
3 S7
S8
2 S9
1
10 15 20 25 30 35 40 45 50 55 60 65 70 75
Minutes
5 S1
Level of boredom
S3
S4
4
S5
S6
3 S7
S8
S10
2
1
10 15 20 25 30 35 40 45 50 55 60 65 70 75
Minutes
particular focus on S10, S1 and S5
(a difference of 4.14) and from 1.14 to 2.71 (a difference of 1.57), respectively. As

elucidated in one of the previous sections, it is neither possible nor warranted to
trace the changes in the boredom levels of all students constituting Group 2. For
this reason, only the self-ratings of those participants who exhibited the lowest and
highest overall mean values of boredom in the course of both classes, namely S7 and
S2 (Class 1) and S10, S1 and S5 (Class 2) will be subjected to closer examination.
In general, S7 reported the lowest intensity of boredom (M = 1.29, SD = 0.61) in
Class 1. In fact, she did not manifest any boredom in the first 20 min, which was the
time when the focus was on checking homework, organizational issues, as well as
the completion of the vocabulary exercise (V) (i.e., filling out gaps in sentences) and
the first grammar activity (G1) (i.e., reading a short text and underlining expressions
concerning the language of cause and effect). Her experience of boredom started to
rise somewhat during the second grammar activity (G2) in which the students were
requested to complete a text with appropriate words only to reach the value of 2.00 in
minute 25 at the start of the third grammar exercise (G3) (i.e., listening to an actor and
choosing the words and expressions comprising the language of cause and effect).
No boredom whatsoever was reported with the onset of an activity devoted to reading
a text about “work experience program” (R) but then the self-reported intensity of
this negative emotion started to increase and reached its peak at the end of the task
(a self-rating of 3.00 in minute 45). Subsequently, the level of self-reported boredom
dropped by 2.00 during the speaking activity (S1) which focused on a discussion of
jobs that are the most valuable to society (a self-rating of 1.00 in minute 50) and no
boredom was reported from this point on until the very end of the class (i.e., during
listening (L) and speaking (S2) tasks) (see Fig. 4.14).
As regards S2, his overall self-reported boredom level was the highest of all the
members of Group 1 and equaled 5.43. The participant also manifested some vari-
ation in his experience of this negative emotion throughout the class, as evident in
the standard deviation value which equaled to 0.85. As can be seen in Fig. 4.14, the
student felt very bored after the first ten minutes of the class (i.e., providing feed-
back on the homework assignment plus organizational issues). Afterwards, however,
his reported intensity of this emotion dropped by one point after the vocabulary
activity (V) (i.e., completing sentences with correct words) and the self-rating of
5.00 persisted throughout the following grammar activities (G1, G2 and G3) (i.e.,
completing a text with the words of cause and effect and identifying words and
expressions of this kind used by an actor in a listening activity). The student’s level
of boredom dropped by one point during reading a text concerning work experience
program (R) (a self-rating of 4.00 in minute 35) only to rise again by two points when
the students were asked to answer some questions related to the text (a self-rating of
6.00 in minute 45). The high self-reported experience of boredom remained constant
during the following speaking task (S1) (i.e., talking about jobs most beneficial to
society), which was performed in pairs. This was followed by a one-point decrease
and then one-point increase of boredom in the first half of the listening task (L)
(minute 55 and minute 60, respectively). This high level of boredom persisted until
the end of this activity (a self-rating of 6.00 in minute 70). The speaking task (S2)
performed in dyads at the end of the class (i.e., discussing the most and the least
interesting jobs) turned out to be the most conducive to experiencing boredom for
this student, since the self-rating reached the maximum level of 7.00 in minute 75.
Of all the members of Group 2 who participated in Class 2, S10 experienced the
least boredom overall and his self-reported levels of this academic emotion were not
subject to major fluctuations, as evident in the mean and standard deviations values
(M = 1.14, SD = 0.36). In fact, the student reported being only slightly bored in
the initial phase of reading the texts about “unsuccessful” inventions (a self-rating
of 2.00 in minute 25) as well as towards the end of the speaking component of this
task (R + S), which involved discussing the inventions with a peer (a self-rating of
2.00 in minute 35) (see Fig. 4.15).
In view of the fact that two individuals, that is, S1 and S5, both manifested the
highest levels of boredom in Class 2, the self-ratings for both of them will be examined
in some detail. As can be seen in Fig. 4.15, S1 was not particularly interested in the
phase of the class devoted to checking homework and commenting on organizational
issues (a self-rating of 3.00 in minute 10). The intensity of boredom was even higher
after the next five minutes when the second measurement was taken (a self-rating of
4.00 in minute 15) but it fell rather abruptly by two points in minute 20 to remain
at this level (a self-rating of 2.00) for the next 15 min (minute 35). This was the
time when the students started to talk about inventions (S1) (i.e., the first speaking
activity), read the text about “unsuccessful” inventions and then talked about them in
pairs (R + S). The first and second vocabulary activities (V1 and V2), in which the
students dealt with adjectives, resulted in a one-point increase in boredom intensity
(a self-rating of 3.00 in minute 40 and minute 45). Following this, once again, the
student’s level of boredom dropped by one point (a self-rating of 2.00 in minute 50),
and leveled off for the next ten minutes dedicated to listening to a radio program
about people talking about the things that they regarded as the most important for
them and answering comprehension questions (L). The subsequent grammar exercise
focusing on modal verbs (G) turned out to be boredom-inducing since the intensity of
this negative emotion started to grow and this trend held until the end of the exercise
(a self-rating of 4.00 in minute 70). This relatively high level of boredom did not
change during the last activity in which the students were asked to work in pairs and
try to sell an invention (S2) (see Fig. 4.15). When it comes to S5, the intensity of
boredom grew pretty quickly during the first activity, namely the conversation about
inventions performed in pairs (S1) (a change in self-rating from 2.00 to 4.00 from
minute 10 to minute 20). Subsequently, however, it started to fall when the students
were asked to read about “unsuccessful” inventions and discuss their merits in pairs
(R + S) (a change in self-rating from 4.00 to 2.00 in minutes 20–35). This level
of boredom was maintained during the vocabulary activities concerning the usage
of adjectives (V1 and V2) (i.e., grouping them into positive and negative as well
as completing sentences with them) and the initial phase of the listening task (L)
(minutes 35–50). This was followed by a sharp two-point increase in the intensity
of boredom and a period of stability until the end of the grammar exercise related to
modal verbs (G) (minute 65). The speaking activity focused on selling an invention
(S2), which the students were asked to carry out in pairs and which was planned for
the end of the class, triggered a substantial decrease in the student’s experience of
boredom that in fact reached its minimum level (a change of four points from minute
65 to minute 75) (see Fig. 4.15).
4.4.4 Participants’ Evaluation of the Classes
As mentioned in Sect. 4.3.4 related to the assessment of Class 1 and Class 2 by

the members of Group 1, such evaluation can be considered as an additional factor
helping us better account for the occurrence of boredom as well as the ebbs and flows
of this negative emotion, and this applies in equal measure to the classes taught to
Group 2. The numerical data included in Table 4.10 demonstrate that, in general, the
participants regarded Class 1 as more boring (M = 4.65) when compared with Class
2 (M = 5.31), with the difference in the means between the two classes equaling
0.66 and not being statistically significant (p > 0.05). What is more, Class 1 was
viewed by the participants as very useful (M = 5.57) and considerably meaningful,
satisfying and appealing (all M = 5.43); at the same time, however, the said class
was also perceived as quite usual for them (M = 2.14). Conversely, the students
viewed Class 2 as greatly exciting (M = 5.63), satisfying (M = 5.50) and useful (M
= 5.38). It should be noted, however, that the usual-unusual dimension received the
lowest overall score (M = 4.88), which shows that what transpired during this class
did not go beyond what was seen as ordinary and predictable. It is also interesting
78
Table 4.10 Participants’ evaluation of Class 1 and Class 2 in Group 2

meaningless—meaningful dull—exciting useless—useful unsatisfying—satisfying usual—unusual unappealing—appealing monotonous—absorbing Overall
Class M 5.43 5.14 5.57 5.43 2.14 5.43 3.43 4.65
1 SD 1.27 1.21 0.98 1.13 1.68 0.79 1.40 1.34
Class M 5.25 5.63 5.38 5.50 4.88 5.25 5.25 5.31
2 SD 1.28 1.30 1.06 1.20 0.64 1.04 1.04 0.24
4 Findings of the Study
Level of boredom
5
dull – exciting
useless – useful
4
usual – unusual
2
1
S2 S3 S5 S6 S7 S8 S9
to note that the total value of standard deviations for Class 1 equaled 1.34 but it
amounted to 0.24 for Class 2. This indicates that the students differed a great deal in
their assessments of the classes under investigation (see Table 4.10).
As was the case with Group 1, it is only feasible at this juncture to examine the
evaluations of selected students in detail. For this reason, the focus here will be on
S7 and S2, who reported the lowest and highest overall intensity of boredom in Class
1, and S10, who was the least bored in Class 2 and S1 and S5, who both experienced
the most boredom in Class 2. In general, S7 evaluated Class 1 overall positively (M
= 5.29) but the high value of the standard deviation (SD = 2.14) shows that she
was not entirely unanimous in her assessment in terms of all the dimensions of the
semantic differential scale. This is because, for example, she saw the class as highly
meaningful and useful but, at the same time, perceived it as extremely usual (see
Fig. 4.16). As far as S2 is concerned, he was not very positive about Class 1 (M =
3.71) and there was considerable inconsistency in how he evaluated this class (SD =
1.38) with regard to the different components of the sematic differential scale. More
specifically, S2 judged the class as very usual and pretty monotonous but also found
it to be quite meaningful and useful (see Fig. 4.16).
As far as Class 2 is concerned, S10 was very positive (it was the second highest
score in Group 2; see Table 4.11) and unanimous in his evaluations on different
dimensions of the sematic differential scale (M = 6.29, SD = 0.76). This is evident
in the fact that he regarded the class as highly exciting, satisfying, absorbing and quite
unusual (see Fig. 4.17). Conversely, S1 and S5 were evidently less positive about the
class in question (M = 3.86 and M = 5.29, respectively) and pretty uniform in their
assessments of Class 2 (SD = 0.69 and SD = 0.76, respectively). As can be seen in
Fig. 4.17, S1 found the class rather meaningless and dull but moderately meaningful
Table 4.11 Mean and

the evaluation of the classes M (SD) M (SD)
by individual members of S1 * 3.86 (0.69)
Group 2
S2 3.71 (1.38) *
S3 5.14 (0.90) 4.43 (0.79)
S4 * 6.43 (1.13)
S5 4.00 (1.83) 5.29 (0.76)
S6 6.29 (0.76) 5.71 (0.49)
S7 5.29 (2.14) 5.14 (0.38)
S8 3.71 (1.11) 5.29 (0.49)
S9 4.43 (2.07) *
S10 * 6.29 (0.76)
Level of boredom
5
dull – exciting
useless – useful
4
usual – unusual
1
S1 S3 S4 S5 S6 S7 S8 S10
and S5 regarded the class in question as mostly meaningful, useful and satisfying
but not very appealing.
4.5 Factors Responsible for Changes in the Levels … 81
4.5 Factors Responsible for Changes in the Levels

of Boredom in Group 1 and Group 2
The qualitative analysis of the data gathered by means of the narratives completed
towards the end of each class as well as interviews with four volunteers revealed
several factors responsible for the experience of boredom during the classes as well
as the changes in the intensity of this experience. The application of the analytical
procedures described in Sect. 3.6 of Chap. 3 allowed grouping these influences
into two broad categories: (1) classes and language activities and (2) other. Each
category, in turn, included several subcategories. When it comes to the first category, it
encompassed the following five themes: (1) monotony and repetitiveness, (2) under-
or over-challenging language activities, (3) inactivity, (4) subject matter and (5)
lack of interaction. As regards the second category (i.e., other), it included three
subcategories: (1) self , (2) non-language related issues and (3) other courses. These
categories are described and exemplified with relevant excerpts below.
Classes and Language Activities

When it comes to the factors evoking the feeling of boredom, its first subcategory
referred to the feelings of monotony and repetitiveness. Some participants considered
the entire classes to be conducted in the “same way” and/or they had the impression
that the language tasks they were instructed to perform were repetitive and similar to
the ones utilized in other previous classes or in other courses. The students empha-
sized the mundane, typical way of completing some language exercises or “monotony
of tasks.” In addition, several students mentioned the language materials employed in
the classes as a major source of boredom, mainly because, although different topics
might have been introduced or touched upon, the way in which they were discussed
or the resources used remained largely the same. Illustrative examples pertaining to
monotony and repetitiveness are provided below1 :
• The least interesting element in reading tasks were the monotonous ways of
solving them.
• The most boredom was caused by the repetitive tasks in each class. The form of
the tasks photocopied from textbooks is not very encouraging. Monotony. Almost
no variety when compared to other courses. I often have an impression that tasks
are repeated.
• It is common knowledge that during integrated skills we should cover all language
skills but the type of tasks we perform is repeatable and does not contribute much.
• (…) the issue of repeatability of tasks (…) e.g., listening tasks always have such
a repetitive form (…) in each class (…) e.g., in listening classes (…)
• The resources we use in the classes usually have different topics, not form.
• The biggest feeling of boredom was caused by monotony, the same form of tasks.
1 These and other excerpts are translations of the participants’ responses.

When it comes to the second subcategory, that is the employment of under- or

over-challenging language activities, some participants tended to be bored with those
which they perceived as easy and undemanding. This is because they could perform
them somewhat “automatically” or they approached them in tried-and-tested rather
than creative and innovative ways, mainly because this is what they were accustomed
to and such an approach did not require additional effort. On the other hand, quite
predictably, some students claimed their experience of boredom stemmed from the
excessively high challenge posed by the tasks, mainly in terms of the mastery of the
TL. For example, one of the students reported feeling “frustrated” and “bored” in a
situation when she did not know all the answers. Themes of this kind can be observed
in the following responses:
• During today’s classes, I felt very bored during tasks that were not a challenge
for me and were performed automatically from memory.
• Mainly listening tasks are not particularly absorbing and usually very easy.
• (…) and then these tasks where this highest point is (…) listening tasks (…) we
are accustomed to doing these types of tasks (…) less demanding (…) in listening
tasks it is enough to locate an answer and it does not require any creativity (…)
vocabulary and reading activities were demanding and difficult (…) they were
demanding because I had to think (…) but also difficult (…) I did not know and
I was not able to think of anything and I was also more bored.
• (…) tasks in which I didn’t know all the answers made me feel frustrated and a
little bored.
When it comes to the last three subcategories, that is, inactivity, subject matter
and the lack of interaction, several students reported being bored by having to wait
for other group members to complete a specific activity, some participants pointed
to uninteresting themes covered in the classes or uninspiring content of the language
tasks, and a few individuals mentioned the format of the tasks and activities they
were asked to perform, which by and large precluded opportunities for interaction
in the TL. Representative excerpts from the narratives and interviews follow:
• During today’s classes I most often experienced boredom between completed
tasks, while some students in the group were still working and I was waiting for
the next part of the class/next task.
• I think that the experience of boredom was caused by quite boring, uninteresting
texts in tasks.
• The biggest boredom is caused by activities that do not involve us in interaction—
listening.
• There was too much time allotted for some of the activities, so when I did them
quickly I got bored. The activities we performed individually also evoked a feeling
of boredom because we didn’t interact with other peers.
• The activities performed individually also cause boredom due to lack of interaction
with other class members.
• I didn’t like the topics of the tasks, so it was hard to avoid boredom.
4.5 Factors Responsible for Changes in the Levels … 83
Other
There were only seven responses in total which represented the category of other.
More specifically, four responses were related to the students’ own incapability to
concentrate and a personality trait (“I’m not an enthusiastic person”), which can be
regarded as representing the subcategory of self . In connection with this, it is also
interesting to note that one participant openly pointed to her unique characteristics
as an individual who tended to experience more boredom in the first phase of a
class typically devoted to organizational issues as well as towards the end of a class
when she was inclined to think more intensely about issues related to after-the-
class activities. The student also commented on her own perception of listening
tasks, describing them as “overall tedious” for her. As for another two answers, they
indicated the influence of weather conditions or missing their daily dose of caffeine
on their “bored” frame of mind, justifications which fall into the subcategory of
non-language related issues. Finally, one individual explicitly blamed “the workload
related to other courses” for her increased experience of boredom in the classes under
investigation, a boredom-inducing factor falling into the last subcategory (i.e., the
subcategory of other courses). Such issues are exemplified by the following excerpts:
• I experience the most boredom in listening tasks, because I often don’t catch
all the words and I can’t focus on listening tasks. This means that I stop paying
attention to them and I start to get bored.
• Well, sometimes if I just don’t drink a cup of coffee, for example, or have little
less energy during the day, it’s hard for me to focus (…)
• I experience a lot of boredom not because of the classes but because of fatigue
caused by the workload and the amount of material I have to cover due to the end
of the semester and the upcoming examination session.
• The beginning of classes (…) the introductory part of the classes is so boring for
me. It’s because this is about what classes are going to be (…) after that there is
this part when I stat to focus so this level of boredom is low (…) listening is also
very tiring, so after listening it’s like having a break (…) and in the end you are
somehow distracted then because you know that it will be over soon (…)
4.6 Discussion
Although the fluctuations in the levels of boredom and the causes of these fluctuations
among advanced learners have been investigated in several studies conducted by
the present authors (e.g., Kruk, 2016b; Kruk, 2019; Pawlak, Kruk, & Zawodniak,
2020; Zawodniak & Kruk, 2018b), the study reported below adopted a design that
has not been previously employed. More specifically, it examined the experience
of boredom in two groups of participants that followed the same lesson plans in
the course of two consecutive classes, which allowed the researchers to keep some
of the variables constant (e.g., themes discussed, tasks and activities used), thus
placing different factors shaping this negative emotion in sharper focus. Keeping
this in mind, an attempt is made in the present section to address the four research
questions formulated for the purpose of the present study (see Chap. 3, Sect. 3.2).
The RQs are addressed one by one in the light of obtained empirical evidence and
this is followed by the presentation of the limitations of the current research project.
4.6.1 RQ1: What Are the Differences in the Levels

of Boredom in the Classes Taught in Both Groups?
What Can They Be Attributed to?
This RQ can primarily be addressed on the basis of the outcomes of the quantitative
analysis of the students’ self-ratings of boredom in Class 1 and Class 2 in both groups
as well as, to some extent, the participants’ post hoc evaluations of these classes. On
the whole, as the indications of boredom at 5-minute intervals were made on a 7-point
Likert scale, the fact that the means ranged from 3.13 in Class 1 taught in Group 1
to 2.02 in Class 2 carried out in Group 2 clearly demonstrates that the intensity of
this negative academic emotion can be regarded as mostly moderate or low. After
all, the highest mean value of the self-ratings (i.e., 3.13) did not even reach the mid-
point on the scale, which indicates that the classes were overall quite engaging and
involving. Obviously, one cannot entirely exclude the possibility that the participants
might have been reluctant to openly admit that the things they were asked to do in
class were boredom-inducing in front of the teacher who acted in the capacity of a
researcher (i.e., one of the present authors). Therefore, their self-ratings could have
been affected by the Hawthorne effect, a danger that always has to be reckoned with
when conducting research in real classrooms and, to some extent inevitably, the price
to be paid for ensuring high ecological validity that cannot be achieved in laboratory
conditions.
Although the participants in both groups followed exactly the same lesson plans,
they were requested to work with identical resources, tasks and activities, and, not
less importantly, they had the same instructor, the overall self-reported boredom
levels differed considerably in Group 1 and Group 2. To be more precise, the average
experience of this negative emotion turned out to be higher in both classes in Group
1 than in Group 2, with the caveat that only in the case of Class 1 did the difference
in the mean self-ratings (0.35) reach statistical significance but even here the effect
size proved to be small (r = 0.38). Moreover, substantial differences were revealed
between specific measurement points between the two groups in both classes, but they
proved significant only for Class 2. Still, it is surely an intriguing finding that such
disparities should have been uncovered in the performance of an identical reading
activity (i.e., “the work experience program”), a speaking task done in pairs (i.e.,
discussing inventions), or a listening activity (i.e., concerning things people could
not do without). Another interesting observation is that higher levels of boredom,
revealed in the means for both the entire class and also for multiple measurement
points, often tended to go hand in hand with a smaller degree of individual variation,
4.6 Discussion 85
as indicated by lower SD values. This might imply that, when the intensity of boredom
begins to grow, the experience does not apply in equal measure to all students, which
may be related to their perceptions of specific classes, resources, activities or tasks
but also to individual differences (IDs) (e.g., personality, learning styles, learning
strategies, motivation, anxiety but also working memory; see e.g., Biedroń & Pawlak,
2017; Dörnyei & Ryan, 2015; Pawlak, 2017, 2020a). This point will be elaborated
upon below when addressing RQs dealing with individual students’ trajectories in
experiencing boredom.
The comparison of the levels of boredom in Group 1 and Group 2 in Class 1 and
Class 2 can be augmented and enriched by the analysis of the post hoc evaluations
of these classes by participants on a semantic differential scale. This, as will be
recalled, was converted into a 7-point Likert scale, whereby a positive adjective, such
as meaningful was accorded a higher score and a negative one, such as meaningless,
lower. The outcomes of this analysis lend support to the findings based on the mean
self-ratings of boredom, as, once again, the classes taught to Group 2 turned out to
be more favorably assessed by the students (M = 4.65 and M = 5.31) than those in
Group 1 (M = 4.48 and M = 4.79), even though the differences may have proved
to be statistically insignificant. Moreover, the evaluations of the specific dimensions
of these classes also quite clearly indicated that the students in Group 2 were more
positive about the instructional activities included than those in Group 1, with the
exception of usual/unusual and monotonous/absorbing categories for Class 1. If we
assume, which is quite logical, that the more positive opinions about different aspects
of the classes under investigation in these groups correspond to lower intensity of
the experience of boredom, these results can be regarded as corroborating the mean
self-reported indications provided above, thus showing that the students in Group 1
tended to be more likely to be afflicted by this negative emotion.
These findings are not easy to interpret in the context of previous research for
the reason that no prior study has attempted to investigate the levels of boredom
in groups that followed exactly the same lesson plans. Obviously, some empirical
evidence is available demonstrating that the intensity of boredom has a tendency
to change from one class to the next (e.g., Kruk, 2016a, 2016b, 2019; Zawodniak
& Kruk, 2018b) and similar findings have been reported with respect to other ID
variables, such as motivation (e.g., Pawlak, 2012; Pawlak & Mystkowska-Wiertelak,
2018; Waninge, Dörnyei, & de Bot, 2014) as well as willingness to communicate
(e.g., Mystkowska-Wiertelak & Pawlak, 2017; Pawlak et al., 2016). In all of these
empirical investigations, however, comparisons were made between classes that had
disparate foci, relied on different resources, and comprised different tasks and activ-
ities, which made it difficult to draw definitive conclusions about the contribution
of internal and external factors to shaping the experience of boredom. In the present
study, however, the research design makes it possible to gain clearer insights into,
on the one hand, the role of specific aspects of the classes in question (i.e., task,
activity, the mode of organization) and, on the other hand, the characteristics of the
students, which could have impinged on the self-reported intensity of boredom. This
is because, all things being equal (e.g., topic, task, mode, instructor), it becomes more
straightforward to identify the components of integrated English classes that are more
or less boredom-inducing, or to identify situations that are more prone to be affected

by individual student profiles. In addition, given the design of the research project,
the differences between the groups should mainly be ascribed to unique constella-
tions of individual variables of the participants, their collective beliefs and previous
experiences, specificity of group dynamics, the relationship with the teacher, or, it
could be hypothesized, the instructors’ differential attitudes to the group members.
Such issues will be tackled below when considering the responses to the remaining
research questions.
4.6.2 RQ2: How Does the Experience of Boredom Change

and What Patterns Can Be Identified in This Respect?
The analysis showed convincingly that the experience of boredom is subject to fluc-
tuations, both between classes and within the confines of a single class. It is clear, for
example, that Class 1 proved to be more boredom-inducing than Class 2 for students
in both groups, with differences in the mean self-ratings oscillating around 0.80,
being significant and of moderate magnitude. This overall trend seems to indicate that
there was something about the content, organization and progression of these classes
that may have trumped the potential impact of individual student profiles. When we
examine the two lesson plans, three explanations immediately come to mind: (1) the
discussion of inventions could have been proved to be more involving than the some-
what mundane topic of jobs or success, not least because the students could have
actually learned something new (knowledge- and language-wise) and this could have
piqued their curiosity, (2) Class 1 was much more focused on grammar, particularly
the language of cause and effect, whereas Class 2 included more speaking tasks and
there was greater emphasis on vocabulary, perhaps such that was more varied and
unknown to the students (i.e., related to inventions rather than the world of work),
and (3) Class 1 may have been more monotonous because of the inclusion in its plan
a lengthy reading activity that spanned 17 min. Obviously, one cannot entirely rule
out the possibility that the levels of boredom were affected by the students’ disposi-
tion on the days when Class 1 and Class 2 were conducted (e.g., an upcoming test
in another course or even the weather), or that group dynamics were different for
one reason or another, but this scenario is unlikely in view of the fact that the same
tendency was observed in the two groups.
Fluctuations in the levels of boredom were also uncovered at a much smaller
timescale, that which was constituted by the self-ratings of boredom at 5-min intervals
when the classes were in progress. For one thing, many differences were observed
between the consecutive measurements, both those preceding and following each
other and those taken during different phases of the classes under investigation, with
some of them reaching significance. For instance, in Group 1, such a substantial
difference was detected in Class 1 at the end of the reading task in minute 45 and a
speaking task about jobs perceived as the most and least interesting in minute 50, the
4.6 Discussion 87
intensity of boredom being lower in the latter case. In Group 2 in Class 2, in turn,
the level of boredom at the beginning of the listening activity in minute 50 proved
to be significantly lower than that reported in the grammar exercise on model verbs
in minutes 60 and 65. Second, when these ups and downs in real-time indications of
boredom are examined in terms of what transpired in the four classes in both groups
at specific points in time, some general tendencies can be pinpointed. In particular, it
seems that much depended on the activity being completed, its focus, repetitiveness,
and the amount of time dedicated to it. On the whole, it was performance of speaking
tasks, especially those carried out in dyads, that could be associated with, sometimes
quite substantial, drops in the intensity of boredom, while grammar activities tended
to amplify this negative emotion, which corroborates to some extent one justification
for why Class 1 (i.e., more grammar-focused) was viewed as producing more tedium
and thus more disengagement, than Class 2 (i.e., more speaking-focused). The feeling
of boredom was also fueled by the inclusion of reading activities, specifically such
that were too long, as well as, to some extent, listening tasks. It would also appear
that boredom was more likely to set in when the students were requested to work
individually than when they had the opportunity to interact with their peers, not only
in pairs but also as the whole class. Even though the specific levels of boredom may
have varied at particular points in time, these tendencies by and large overlapped in
both groups. One thought-provoking difference was related to vocabulary exercises
which seemed to amplify the intensity of boredom in Group 1 but had the opposite
effect in Group 2. Since the students did not comment on this issue in the narratives
or interviews, it can only be hypothesized that the members of Group 1 were already
familiar with the adjectives taught in Class 2, they found the format of the activity
monotonous, or the situation was simply the corollary of their general tendency to
manifest heightened boredom levels.
Moving on to more common patterns that were observed in the classes conducted
for the purpose of this study in Group 1 and Group 2, the analysis also allows making
several general observations. Some of these patterns are closely tied to the nature of
the activities and tasks selected and the ways in which they were implemented and
have already been discussed above. In addition, it is evident in all the four classes
that although the initial indications of boredom may have varied, the intensity of this
emotion tended to decline when the participants were actually asked to do something
concrete. This quite clearly speaks to the fact that issues related to the organization
of the class, the provision of feedback on homework assignments or the discussion of
the results of a test were quite unlikely to boost students’ engagement. In most cases,
a greater or smaller drop in the intensity of boredom also occurred at the end of the
class, which may be more indicative of the relief that it was coming to a close and the
anticipation of a break rather than the specific task or activity being concluded. As
was mentioned above in response to RQ 1, even a cursory look at the trajectories of
boredom shows that both the occurrence and extent of the increases and decreases in
the self-reported levels of boredom were higher in Group 1 than in Group 2, which
suggests a greater impact of individual variation among the students when the overall
intensity of this academic emotion is higher. What should also be pointed out is that,
despite certain negligible dissimilarities, the pattern of boredom for Class 1 in Group
1 for the most part mirrors that in Group 2, although the mean self-ratings were higher
for most measurements, the only exceptions being the start of the listening activity
in minute 55 and the speaking activity in minutes 70 and 75. By contrast, in Class 2,
the trajectories differed considerably between the two groups and there were a few
occasions on which the self-ratings in Group 2 exceeded those in Group 2, such as
when the students were discussing inventions (minutes 20–25) or towards the end,
when another speaking activity was in progress (minutes 65–75). While it is not easy
to explain this finding, it should be recalled that the intensity of boredom in Group
2 was overall lower, which reduced the scope of possible decreases and it remained
quite stable as well. Also, since the degree of individual variation in Group 1 was
higher, it can be assumed that the perceptions of just a few individuals may have
disproportionately influenced these self-ratings.
Yet again, it is not easy to relate the findings to the results of other studies because
of the unique design in which two groups following the same lesson plans were
compared. Still, the outcomes certainly add to the body of empirical evidence which
shows that boredom tends to be in a state of flux over different timescales, both those
representing minutes and those reflecting weeks or even months (e.g., Kruk, 2016a,
2016b, 2019; Kruk & Zawodniak, 2020; Pawlak, Kruk, Zawodniak, & Pasikowski,
2020; Zawodniak & Kruk, 2018a). They are also in line with the empirical evidence
indicating that a host of ID factors, such as motivation, anxiety, willingness to
communicate, or language learning strategies, are apt to change, whether such studies
have been undertaken in naturally-occurring classes or under laboratory conditions
(e.g., Cohen & Wang, 2018; Kruk, 2018, 2019; MacIntyre & Legatto, 2011; MacIn-
tyre & Serroul, 2015; Mystkowska-Wiertelak & Pawlak, 2017; Pawlak, 2012; Pawlak
et al., 2016). It is also noteworthy that the patterns of boredom identified in the present
study were much less pronounced than those revealed in investigations of willingness
to communicate, the flip side of boredom to some extent, such as those by Pawlak
et al. (2016) and Mystkowska-Wiertelak and Pawlak (2017).
4.6.3 RQ3: What Are the Differences Regarding

the Experience of Boredom for Individual Students?
While the mean patterns of the intensity of boredom identified on the basis of the
students’ self-ratings for an entire class or for specific points in time during this
class are surely illuminating, they tend to mask or at least blur what is happening
on an individual level. This observation clearly also applies to the four classes under
investigation in Group 1 and Group 2, which is evidenced by the fact that mean self-
ratings for individual participants fell sometimes considerably above or below the
group means. For example, in the case of Class 1, the intensity of boredom for the 13
participants in Group 1 ranged from 1.57 to 5.71, with the overall mean of 3.13, and
for the 10 participants in Group 2, it varied from 1.29 to 5.43, with the mean calculated
for the group as a whole standing at 2.78. While, due to lower levels of boredom,
4.6 Discussion 89
these disparities were smaller for Class 2, even a cursory look at the data indicates that
the trajectories for individual students did not really match. Interestingly, such inter-
individual variation was accompanied by quite substantial intra-individual changes
for many students, which is visible from the values of standard deviation and suggests
that some participants tended to be more prone to boredom than others, irrespective
of what might have transpired during the class. Additional evidence for the fact
that the experience of boredom may have been at least to some extent idiosyncratic
comes from the post hoc evaluations of the classes on the semantic differential scale,
in which the students varied, at times quite considerably, in their assessments, and,
at the same time, they oftentimes judged the copositive dimensions of a particular
class differently. This latter finding is insightful in and of itself because it indicates
that, for example, a class that might be perceived as meaningful, exciting, useful
and appealing, can simultaneously be regarded as quite usual. On the other hand, a
class that may be seen as satisfying does not have to be particularly absorbing. All
of this only goes on to show that, as was pointed out in Chapter One, boredom is a
multidimensional construct which is an outcome of a constellation of influences.
As it was neither feasible nor warranted to meticulously examine individual trajec-
tories of the experience of boredom for all the participants, such an analysis was
confined to selected five students in both groups, those whose mean self-ratings of
the intensity of boredom in Class 1 and Class 2 were the lowest (i.e., S9 and S2 in
Group 1, and S7 and S10 in Group 2), and the highest (S13 and S10 in Group 1, and
S2, S1 and S5 in Group 2). What should also be emphasized at this juncture is that, as
was the case with overall comparisons of the means (see RQ1), the boredom levels
reported by these participants by and large mirrored the evaluations they provided at
the end of the class. In line with the general trends, some of the aspects of the classes
were assessed higher than others and the dimension usual/unusual typically received
lower scores. Looking more closely into the characteristics of these students obtained
through the background questionnaire, we can see that participants manifesting the
lowest intensity of boredom comprised one female and one male in each class, they
had been learning English for 12–15 years, and three out of four received a 4.00 on
the final examination and this is how they self-evaluated their TL proficiency, the
only exception being S10 in Group 2 for whom these values equaled 3.00 in both
cases. When it comes to the students exhibiting the most boredom, four out of five
were male, their experience in learning English also ranged from 12 to 15 years but
it was mainly 14 years or longer, and their TL mastery was somewhat lower and
more varied, with S1, however, being one of three with highest grades on the end-
of-the-year examination in both groups. It is certainly not easy to point to general
tendencies on the basis of these characteristics, although, overall, it would seem that
the experience of boredom may be more acute for males and for lower-proficiency
students. These assumptions, however, can only be tentative in view of the fact that
the students’ perceptions could have been impacted by a host of external and internal
variables, and in particular a variety of ID factors (e.g., beliefs, personalities, learning
styles, learning strategies).
When we examine the fluctuations of boredom intensity for the participants
singled out for the current analysis in terms of the tasks and activities included
in the four classes in question as well as the ways in which these classes were orga-
nized, somewhat more consistent patterns emerge. For one thing, even though there
are obvious differences at some measurement times and, the periods of stability may
differ, and the rises and falls may be at times more pronounced, it is interesting to
note that, for most of these students, the trajectories of boredom by and large mirror
those for the class as a whole, which indicates that these extreme cases are to some
extent archetypical for Group 1 and Group 2. In other words, the changes in boredom
intensity, albeit on a greater or lesser scale, occurred at similar measurement points
to the group as a whole, being triggered by the completion of similar tasks and
activities or the ways in which they were implemented. For example, even though
S9 and S13 in Group 2 constituted two extremes with respect to the self-reported
levels of boredom in Class 1, the intensity of this negative emotion began to climb
during the lengthy reading task and started to fall on its completion when the focus
was shifted to the speaking task devoted to discussing jobs deemed valuable to the
society. Similarly, S2 in the same group experienced very little boredom in Class 2
but this experience began to increase during the listening task and grammar exercise,
thereby being similar to the overall pattern. At the same time, however, there were
also deviations from the general trend, as is evident in the fact that in Group 1 S2’s
reported intensity of boredom shot up during the performance of a speaking activity
(i.e., selling inventions) at the end of Class 2, which clearly contradicts the general
pattern, whereas in Group 2 S10’s boredom increased in minute 25 when its overall
mean started to drop, or that this feeling basically disappeared from the middle of
the class onwards, which is inconsistent with the behavior of the group as a whole.
Second, it is also possible to draw some conclusions by examining the situations in
which the intensity of boredom differed the most between those reporting its overall
highest and lowest levels. For example, it could be hypothesized that more passive
tasks such as listening may be more likely to induce boredom for individuals who are
on the whole more inclined to manifest this negative emotion throughout the class,
perhaps because they are expected to perform them individually, which might inten-
sify disengagement. Similar assumptions could be ventured about activities squarely
focused on grammar, which may not be inherently engaging, or even speaking tasks,
some of which might presumably pose an excessive cognitive or linguistic challenge.
It should be stressed, however, that these explanations are somewhat speculative and
should thus be taken with circumspection since, as explained above, the participants’
individual trajectories must be seen as an outcome of an array of variables for which
no empirical evidence was collected in this study.
In a word, the analysis provided evidence for considerable variation in the
experience of boredom, both between and within individuals and, very tentatively,
suggested that gender, proficiency, task type or classroom arrangement may be among
factors responsible. Findings of this kind by and large corroborate the results of
research projects examining boredom in L2 classes, such as those by Kruk (2019),
Pawlak, et al. (2020a, 2020), and Zawodniak and Kruk (2018). In fact, the present
discussion echoes to some extent the assessment offered Pawlak et al. (2020, p. 16),
who write: “that group patterns may often be acutely different from the individual
trajectories of boredom self-reported by students and that such trajectories are shaped
4.6 Discussion 91
by a myriad of individual and contextual factors which conspire to make learners

more or less bored at different stages of a language class”. Not surprisingly perhaps,
similar conclusions have been reached by a number of researchers investigating other
ID factors from a micro-perspective in real classrooms (e.g., motivation, WTC),
notably Mystkowska-Wiertelak and Pawlak (2017), Pawlak (2012), or Pawlak et al.
(2016).
4.6.4 RQ4: What Influences Are Responsible

for the Changes in Boredom Levels?
The discussion of this last research question strives in a sense to pull all the threads
together by drawing upon what has been said above in regard to the levels of boredom
and their fluctuations at both the general and individual levels, as well as the analysis
of the interviews and narratives, also attempting to relate the findings to previous
research and relevant theoretical positions. As can be seen from the analysis of the
self-ratings on the boredom grid and evaluations of the four classes taught in Group
1 and Group 2, which, it should be stressed one more time, focused on the same
themes and followed exactly the same lesson plans, this negative emotion tended
to be amplified when mundane, well-known topics were reintroduced, in activities
placing emphasis on receptive skills, particularly reading, especially when excessive
time was allotted to their performance. Heightened experience of boredom was also
associated with repetitive grammar exercises, initial phases of the classes, activities
that were completed individually, as well as gender and attainment, with males repre-
senting lower proficiency levels being more susceptible. By contrast, speaking tasks,
especially those that involved pair work and provided opportunities to get to know
new, interesting information and develop TL resources, some vocabulary activities
as well as greater variety and good pacing were more conducive to lower levels of
boredom. As shown in Chapter Three, all of these factors fall into one of the two
broad categories identified in the interviews with the four selected students and the
narrative responses to the last part of the in-class boredom questionnaire, that is,
classes and language activities. They are also to a greater or lesser extent connected
with one or more of the five specific subcategories: (1) monotony and repetitive-
ness, as indicated by contribution of the format of the activities (e.g., in the case of
reading or listening), the materials employed (e.g., photocopies of coursebooks), or
the topics covered (i.e., jobs and success), (2) under- or over-challenging language
activities, which could be exemplified for some participants by having to respond
to predictable and overly easy listening comprehension questions or, conversely, to
perform a speaking task for which they may not have known requisite vocabulary,
(3) inactivity, which set in when finishing a task way ahead of others, as could have
been the case with the lengthy reading task in Class 1, (4) subject matter, which
can be conceived broadly as the leading theme of a class (e.g., the world of work)
or more narrowly as the contents of the tasks and exercises performed, and (5) lack
of interaction, which may be assumed to have triggered higher levels of boredom

in Class 1. When it comes to the second category identified in qualitative data, that
is other, the influences identified through the boredom grids and class evaluations
mainly correspond to its first subcategory, that is, self . This is because, apart from
personality that was hinted at by two of the students, the occurrence of boredom
and fluctuations in its intensity must have also been impacted by an array of other
ID factors, both those that could be directly taken account of in this study (e.g.,
gender or proficiency) and those whose contribution can only be hypothesized (e.g.,
overall motivation, willingness to communicate, aptitude, working memory, beliefs,
learning styles, learning strategies, self-efficacy), not to mention a myriad of possible
combinations of such ID variables. While it is not possible to connect these with the
self-ratings of boredom or class evaluations, the participants also wrote about two
other influences that were comprised in the category of other, namely, non-language
related issues, like disposition on a given day, and other courses, which was related
to things happening in other components of the BA program.
On the whole, the influences on the experience of boredom listed above resemble
those teased out in earlier studies of this academic emotion in L2 contexts (e.g., Kruk
& Zawodniak, 2018; Pawlak et al., 2020; Zawodniak et al., 2017; Zawodniak & Kruk,
2018a). They reflect as well many of those that Mystkowska-Wiertelak and Pawlak
(2017) hypothesized in their model of factors that may affect the dynamic changes
of willingness to communicate and, presumably, other ID variables in naturally-
occurring classes. Quite conspicuous by their absence, however, are references to the
direct role of the teacher in shaping boredom (see Chapman, 2013; Kruk & Zawod-
niak, 2017, 2018, 2020; Zawodniak et al., 2017). One would also have expected
more comments on the importance of interlocutors (e.g., their level, attitude), group
dynamics, as well as specific properties of the task (e.g., amount of planning time).
Such factors, however, may not have been given enough consideration because of the
format of the classes, which did not include many, varied speaking tasks and did not
require copious interaction with peers. In addition, comparisons could not be made,
for example, between different levels in the BA program or different instructors. Still,
it is possible to relate many of the identified causes of boredom and changes in its
levels to the tenets of some of the models and theories that have been put forward
in educational psychology. They could be explained in particular with reference to
the under-stimulation model (Larson & Richards, 1991), since some aspects of the
four classes apparently failed to generate interest and engagement, the forced effort
model (Pekrun et al., 2010), as monotony, repetitiveness and lack of challenge all
evidently took their toll, as well as the control-value theory of achievement (Pekrun,
2006), because both appraisals of control and appraisals of intrinsic and attainment
value surely played a part in shaping boredom intensity. While the analysis failed to
produce direct evidence that boredom may have served as a catalyst for future engage-
ment, as predicted by the dimensional model (Pekrun et al., 2010), thus assuming the
status of searching boredom, this can be indirectly inferred if we consider the fact
that, on some occasions, the onset of a new, distinct activity, such as a speaking task
following a listening activity, did trigger a drop in the intensity of boredom. Finally,
the results reported here can be related to some degree to complex dynamic systems
4.6 Discussion 93
theories (CDST, Larsen-Freeman, 2016; Larsen-Freeman & Cameron, 2007), which

have been applied to research into some ID factors in recent years (e.g., Dörnyei,
MacIntyre, & Henry, 2015; Hiver & Al-Hoorie, 2019). After all, it is evident that
factors shaping the experience of boredom, whether individual and contextual in
nature, did enter into intricate interactions at very different time scales, producing
periods of change and stability, both for entire groups and individual students. This
said, this is surely not the only theoretical perspective applicable, something that
could be seen as a “silver bullet”, and forcing the descriptive apparatus of CDST on
the experience of boredom in order to understand its occurrence and the changes it
undergoes is as valuable as the employment of other models and theories, such as
those referred to earlier.
4.6.5 Limitations
Although the findings of the study surely contribute to our understanding of how the
intensity of boredom changes in naturally-occurring classes at advanced proficiency
levels as well as shedding light on the causes of such changes, the research project,
like any other, is not free from a number of limitations. First, achieving ecological
validity (e.g., Peng, 2014) inevitably comes at the price of reduced control over a
number of variables. This is because while it is possible to keep some things constant,
such as the content, format and procedures of the classes under investigation in this
study, there are many others that are bound to remain unpredictable because intact
groups comprise students with wide-ranging individual profiles which differently
respond to contextual factors and interact with them in unpredictable ways. Second,
due to logistical reasons (e.g., class schedule, constraints of time and space), it was
not feasible to interview all of the participants or to examine in depth their trajec-
tories of self-reported boredom vis a vis the activities and tasks completed in the
classroom. Third, although different studies have availed themselves of this kind
of methodology, it could be argued that having to respond to regular beeps may
change the ways in which a class would normally proceed, which can jeopardize the
validity of the collected data. Fourth, no information was gathered concerning indi-
vidual characteristics of the students, such as their beliefs about how integrated skills
classes should be conducted, personality, learning styles, language learning strate-
gies, motivation, anxiety or willingness to communicate, even though such data could
have shed invaluable light on the intensity of boredom. Fifth, while the study differs
from previous empirical investigations in that it examined patterns of boredom in two
distinct groups taught according to identical lesson plans, a question could be posed
as to the extent to which it genuinely furthers our understanding of this concept.
After all, while the role of some influences may have become more transparent (e.g.,
task types or the amount of time dedicated to specific activities), we are still left
with a number of bits and pieces that are difficult to be put together to produce a
complete, picture of this negative emotion and its changes. Sixth, no information was
obtained on more general predispositions of participants regarding boredom, both
in general and in practical English classes, which points to some weaknesses of the
macro-perspective when applied in isolation. These considerations will definitely
need to be heeded in future research projects focusing on boredom, an issue that will
be elaborated upon in the conclusion.
4.7 Conclusion
The present chapter was devoted to reporting the findings of the study conducted
among 23 Polish university students which sought to explore the nature of boredom
in the course of four regularly-scheduled classes and uncover causes responsible for
its fluctuations. Its strengths lie in the fact that it was conducted in real classrooms,
rather than under laboratory conditions, and that the classes in two groups followed
identical lesson plans, which allowed greater insights into the role of other class
components in inducing boredom. It was shown, among other things, that not only
did boredom levels alter substantially from one class to the next, but also that they
were subject to change within a single class or the tasks and activities it included.
Moreover, the results revealed that average group data may often be insufficient to
detect the changes in boredom levels within individuals. The analysis also confirmed,
yet again, that the experience of boredom is an outcome of a complex interaction of
internal and external variables that may be subject to change over times. This surely
goes to show that boredom is yet another piece of a jigsaw puzzle of the intricate
interplay of influences shaping classroom interactions as well as the opportunities
for learning and teaching that arise in the classroom. Clearly, the study is not without
weaknesses which will offer a basis for the consideration of directions for future
research in the concluding part of the book. The conclusion will also use the results
reported above as a point of departure for making some tentative suggestions on how
the experience of boredom can be prevented and combatted in the L2 classroom.
Chapter 5
Conclusions, Directions for Future
Research and Pedagogical Implications
The present monograph has been dedicated to the experience of boredom, an

academic emotion that is pervasive in educational contexts, including such that
involve the learning and teaching of additional languages, but at the same time it
has been sidelined by both SLA researchers and foreign language teachers. This is
because, on the one hand, there are other, somewhat related, ID variables that have
been traditionally the focus of empirical investigation, such as anxiety, motivation
or willingness to communicate. Moreover, there has been a marked tendency in the
last decade or so to shift the focus to positive emotions involved in the process of
L2 instruction, such as enjoyment, hope, joy, pride or well-being (e.g., Dewaele &
MacIntyre, 2014; MacIntyre & Mercer, 2014; MacIntyre & Vincze, 2017). On the
other hand, boredom is so much inherent in any educational setting that it is seen
as something natural, predictable and perhaps even inevitable, with the effect that it
is often not regarded as a viable object of empirical investigation in its own right or
seen as a dimension of interaction in the L2 classroom that could be effectively dealt
with.
This publication constitutes, to the best knowledge of the authors, the first attempt
to address boredom in L2 learning and teaching in the form of a book dedicated in
its entirety to this fascinating subject. Accordingly, the first two chapters focused
on the definitions and types of boredom, the theoretical perspectives derived from
educational psychology that have striven to account for the occurrence of this negative
emotion, as well as the empirical investigations that have examined it both with
respect to different subjects taught in school and the few that have explored it in the
context of L2 instruction. The remaining two chapters were devoted to the discussion
of the methodology and findings of a research project that was aimed at tapping into
the nature of boredom and fluctuations in its intensity in the course of two classes
based on identical lesson plans taught to two groups of Polish university students
majoring in English. In line with the results of previous empirical investigations that
have embraced such a micro-perspective, it was discovered, among other things, that
boredom was subject to fluctuations within a single task, an entire class and from one
class to the next, which could be attributed to the nature of the task in hand, monotony

96 5 Conclusions, Directions for Future Research and Pedagogical …
and repetitiveness, the chance to interact with others, the stage of the class or some
individual characteristics and dispositions. It was also revealed that the individual
trajectories of boredom may often considerably deviate from patterns charted for
entire groups, and they were affected differently by a host of internal and external
variables.
Even though the research project provided surely invaluable insights into the expe-
rience of boredom in the course of naturally-occurring classes at advanced levels,
thus augmenting the existing empirical evidence in this respect, it is not exempt
from some weaknesses and is limited in some respects. Therefore, there is a clear
need for further empirical investigations of boredom, such that would adopt different
perspectives and draw on a variety of theoretical positions. As regards the micro-
perspective, it is important, for example, to conduct studies that would be longitudinal
in nature, spanning the period of a semester or an entire academic year, as well as
using more detailed information about participants, related in particular to a range
of ID factors, such as motivation, willingness to communicate, personality, learning
style or the use of language learning strategies. Such in-depth knowledge of the
individual profiles of the students would without doubt help us better understand
the emergence of boredom and changes it undergoes over time. Equally impor-
tantly, if we want to avoid a situation in which successive studies carried out with
different groups in different contexts leave us numerous insights which are diffi-
cult to connect and interpret, it might make sense to use the same lesson plan with
many groups, which would allow detailed statistical analyses, perhaps also taking
into account some student and teacher characteristics. When it comes to the macro-
perspective, it is necessary to design valid and reliable research instruments that
would allow us to tap into boredom in different contexts, a good example being the
development of the Boredom in Practical English Language Classes Questionnaire
– Revised (Pawlak et al., 2020). Armed with such tools, researchers could gather
data about the experience of boredom and other ID variables from large samples,
which could enable a better understanding of the antecedents of this emotion as well
as offering a basis for developing models predicting its role in the process of L2
learning and determining its links to attainment. Irrespective of whether the micro-
or macro-perspective is embraced, research on boredom could also seek to shed
light on this complex academic emotion in terms of various theoretical perspectives,
both those emanating from educational psychology and SLA (control-value theory,
CDST, sociocultural theory, etc.). The important caveat, though, is that no single
theory, model or hypothesis should be perceived as offering the best explanation of
why people are inclined to feel bored and what causes them to experience it with
different intensity as the time passes. Another interesting line of inquiry could be
comparing the experience of boredom in the case of different additional languages
that an individual might be learning since it is clear that different motives or strategies
in the learning of L2, L3 or L4 could have a bearing on how this negative emotion
manifests itself. As is the case with other ID variables, it is also warranted to probe
deeper to see how boredom is affected by different TL skills and subsystems, an
issue that can be approached from a micro-perspective but could be much better
understood if skill-specific scales were developed.
5 Conclusions, Directions for Future Research and Pedagogical … 97
The findings of the study reported in the empirical chapter of this book allow
making some pedagogical recommendations, which, however, should be viewed with
circumspection until more corroborating empirical evidence is forthcoming. First, it
would seem that, whenever possible more emphasis should be placed on speaking
skills, particularly in tasks that allow unfettered interaction among learners which
are performed in groups and involve topics that create opportunities for learning new
things, both in terms of content and language. Second, even if the emphasis has to
be laid on skills and subsystems that are inherently more conducive to boredom,
it is crucial to that they are made more interesting by choosing an engaging topic,
reducing monotony and repetitiveness, and planning classes in such a way that such
activities or tasks are not lumped together in a specific part of a class or, even worse,
occupy most of the available time. After all, grammar activities do not have to always
follow the same format, they could encourage the use of the TL features taught in
communication, they can be contextualized and based on interesting materials, and
they can be dispersed over time. Third, timing seems to be of pivotal importance since
having students work on the same activity for lengthy periods of time, particularly if
it is not highly captivating or is performed individually (e.g., reading) may inevitably
raise the intensity of boredom for some students. Even when this happens, teachers
should be ready to terminate the task if signs of boredom from many students become
transparent but also make sure that it is followed by a much more engaging task, thus
capitalizing on what has been described as searching boredom (Goetz et al., 2014;
see Sect. 1.4.2. in Chapter 1). Fourth, it is of crucial significance to plan tasks and
activities that pose an appropriate level of challenge for students, irrespective of skills
or subsystems that they may be intended to hone. In fact, as shown in the present
study, having to do things that are over- or under-challenging was reported by students
as a factor intensifying their boredom and there are grounds to assume that difficulty
has to be interpreted not only in linguistic but also in cognitive terms as contents
included in different tasks and the degree of processing information required.
We are confident that the book will provide an important point of reference for
anybody interested in the experience of boredom in the process of L2 teaching and
learning, be they theorists, researchers, materials designers or practitioners. On the
one hand, the overview of previous research and the investigation conducted for the
present volume may inspire further research endeavors which are urgently needed to
expand our understanding of this emotion. On the other hand, the insights obtained
from the analysis of the data may be important for better planning classes at advanced
levels and improving the resources that are employed during such classes. While there
has always been a gap between research and teaching practice, the study of boredom
surely has the potential to bring the two worlds closer together with the intention of
increasing the effectiveness of L2 instruction.
Appendix A
The background questionnaire (translated from Polish)
Age: I am …………………………… years old.
Sex: Female / Male (circle)
Year of study: ……
Group: ……
How long have you been learning English? …………………………………….
What grade did you receive on the end-of-the-year examinaƟon in English?. ………………
How do you assess your English proficiency on a scale from 2 (fail) to 5 (very good)? ……

Learning and Teaching, https://doi.org/10.1007/978-3-030-50769-5
Appendix B
The in-class boredom questionnaire (translated from Polish)

Part I
Name .......................................................................
Group ......................................................................
Date ........................................................................
Part II
Please fill out the grid below indicating the level of your boredom at a particular
moment in response to a beep. Please use a scale from 1 (not bored at all) to 7 (very
bored).

10 min 15 min 20 min 25 min 30 min 35 min 40 min 45 min 50 min 55 min 60 min 65 min 70 min 75 min
102
Boredom level
Appendix B
Appendix B 103
Part III
What do you think of the class? Please mark your responses with an x in between
one of the seven spaces which best represents your feelings of the class.
Meaningless ___:___:___:___:___:___:___ Meaningful

Dull ___:___:___:___:___:___:___ Exciting
Useless ___:___:___:___:___:___:___ Useful
Unsatisfying ___:___:___:___:___:___:___ Satisfying
Usual ___:___:___:___:___:___:___ Unusual
Unappealing __:___:___:___:___:___:____ Appealing
Monotonous ___:___:___:___:___:___:___ Absorbing
Part IV
Please write a few sentences related to the experience of boredom during the class.
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
Appendix C
The semi-structured interview (example questions translated from Polish)

1. Did you experience boredom in the class today? Why?
2. Which language activities/tasks were the most boring for you? Why?
3. What language resources did you find the most boring today? Why?
4. When did you feel the most bored? Why?
5. Which mode of classroom organization was the most boring for you? Why?
6. Which part of the class did you find the most boring? Why?
7. Did you try to find a way of coping with boredom? What was it?
8. Do you think you were more or less bored than your fellow students? Why?

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Second Language Learning and Teaching

More information about this series at http://www.springer.com/series/10129

Boredom in the Foreign

ISSN 2193-7648 ISSN 2193-7656 (electronic)

respect to disengagement as its major manifestation. Chapter 2 provides an overview

Kalisz, Poland Mirosław Pawlak

1 Approaching Boredom from a Theoretical Angle . . . . . . . . . . . . . . . 1

4 Findings of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 51

© Springer Nature Switzerland AG 2020 1

1.2 Boredom in Philosophy and Literature

Although the phenomenon of boredom became subject to regular scientific inquiry

1.3 The Challenge of Defining Boredom

There is no consensus on one single, unanimously accepted definition of boredom,

1.4 The Typological Description of Boredom

Different authors have attempted to disentangle the complexities of boredom, classi-

1.4.1 State Boredom Versus Trait Boredom

Similarly to other individual difference variables examined in research on L2 learning

1.4.2 Various Intensities of Boredom

• Indifferent boredom is a state of pleasantly experienced fatigue, calmness and

1.5 The Antecedents of Boredom

1.6 Dis/Engagement in Relation to Boredom

One of the crucial components of boredom is disengagement, which results in lower

hand, which altogether contributes to the experience of boredom (Daschmann et al.,

1.7 Ways of Coping with Boredom in Educational Settings

an opportunity for them to attend to activities with more intentionality, equanimity,

The present chapter aims to provide an overview of empirical investigations into

© Springer Nature Switzerland AG 2020 15

2.2 Research on Boredom in Educational Psychology

Despite the pervasive, debilitating and distressing nature of boredom, which is

Daniels, Tze, and Goetz (2015)

Malkovsky, Merrifield, Goldberg, and Danckert (2012)

Pekrun, Goetz, Daniels, Stupnisky, and Perry (2010)

Dettmers, Trautwein, Lüdtke, Goetz, Frenzel, and Pekrun (2011)

Goetz, Nett, Martiny, Hall, Pekrun, Dettmers, and Trautwein (2012)

Shaw, Caldwell, and Kleiber (1996)

Nett, Goetz, and Hall (2011)

Mann and Robinson (2009)

Baker, D’Mello, Rodrigo, and Graesser (2010)

environments, expected to arouse participants’ interest. Using quantitative field

2.3 Research on Boredom in L2 Learning

The empirical investigations of boredom experienced in the process of L2 learning

2.3.1 Boredom as an Indirect Object of Study

Beerman and Cornjäger (2011)

Jean and Simard (2011)

Kormos and Csizér (2014)

Sakai and Kikuchi (2009)

2.3.2 Boredom as a Direct Object of Study

This section is devoted to a discussion of the still insufficient range of qualitative,

Table 2.1 The overview of studies investigating boredom in the L2 classroom

Table 2.1 (continued)

Table 2.1 (continued)

Table 2.1 (continued)

unwillingness to interact with rude or aggressive residents of this virtual world as

Kruk and Zawodniak (2017)

Zawodniak, Kruk, and Chumas (2017)

Palm, Poveda, and Harutyanyan (2018)

Kruk and Zawodniak (2018)

Zawodniak and Kruk (2018a)

Zawodniak and Kruk (2018b)

virtual world on fluctuations in levels of their boredom, motivation and anxiety, as

Zawodniak and Kruk (2019)

Kruk and Zawodniak (2020)

Additionally, they were requested to rate the intensity of this experience on a 7-

Meaningless _:_:_:_:_:_:___ Meaningful