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MINI REVIEW article

Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1516837
This article is part of the Research Topic Emerging Issues in English Language Education with Psycho-Emotional Traits in the Spotlight: Futurology in Language Studies View all 3 articles

Factor Structure of Teacher-related Boredom in EFL classroom: A Mini Literature Review

Provisionally accepted
Fang Liu Fang Liu *
  • University of North Dakota, Grand Forks, United States

The final, formatted version of the article will be published soon.

    The attention of researchers in the field of second language acquisition (SLA) has been drawn to boredom, which was considered as one of the most prevalent and distressing emotions. However, studies delving into the teacher-related foreign language boredom are few. The surge of interest in boredom in foreign language education will help capture the teacher-related boredom, identify its sources and factor structure from literature review. Having reviewed the existing literature, 5 teacher-related factors are summarized, including: teacher controlling teaching, teacher emotional support, teacher-student rapport, teacher feedback, teacher burnout.Also, the research will offer operational tools for future study and will arouse thinking of insight into ways to counter it. Keyword: teacher-related boredom, factor structure, literature review Many studies have been conducted on the nature of boredom in majors like psychology, education, and educational psychology (Mora, 2011;Tam et al., 2021;Van Tilburg & Igou, 2017). The number of recent studies dealing with boredom in EFL contexts is still low and studies on specific teacher-related boredom hardly

    Keywords: boredom, foreign language boredom, Teacher-related factors, EFL, factor structure

    Received: 25 Oct 2024; Accepted: 09 Dec 2024.

    Copyright: © 2024 Liu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Fang Liu, University of North Dakota, Grand Forks, United States

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