Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment

The aim of this study was to test a model of second language (L2) boredom based on coping self-efficacy (CSE), foreign language enjoyment (FLE), and mindfulness among English as a foreign language (EFL) learners. In so doing, 456 EFL learners from Iran took part in this study by completing an online survey which included scales tapping into the four latent constructs under investigation. Two-step structural equation modelling was utilized to analyse the data and examine the associations among the constructs. Results revealed that CSE and mindfulness positively affected FLE. Also, FLE was a direct negative predictor of L2 boredom. Concerning the mediation hypotheses, FLE was found to fully mediate the effect of mindfulness on boredom. However, FLE was a partial mediator between CSE and boredom. These findings provide a basis for important implications for L2 research and practice.

本研究旨在基于应对自我效能感（CSE）、外语学习乐趣（FLE）以及正念，对英语作为外语（EFL）学习者的第二语言（L2）厌烦情绪模型进行测试。为此，来自伊朗的456名英语学习者参与了此项研究，他们完成了一项在线调查，其中包括针对所研究的四种潜在结构的量表。采用两步结构方程模型对数据进行分析，并检验这些结构之间的关联。结果显示，应对自我效能感和正念对学习乐趣有积极影响。此外，学习乐趣是第二语言厌烦情绪的直接负面预测因素。关于中介假设，研究发现学习乐趣完全中介了正念对厌烦情绪的影响。然而，学习乐趣是应对自我效能感和厌烦情绪之间的部分中介因素。这些研究结果为第二语言研究和实践提供了重要启示的依据。