What the study found
Perceived teacher boredom and learners’ foreign language learning boredom formed self-perpetuating feedback loops, and foreign language learning boredom and L2 writing motivation also formed a reciprocal feedback loop. The link between perceived teacher boredom and L2 writing motivation was not reciprocal.
Why the authors say this matters
The authors conclude that boredom and motivation in L2 classrooms should be understood as dynamic and reciprocal over time. They also state that the study ends with pedagogical recommendations.
What the researchers tested
The researchers studied 264 English as a foreign language learners and 21 teachers using a 10-day experience sampling approach. They examined three feedback loops: perceived teacher boredom and foreign language learning boredom, foreign language learning boredom and L2 writing motivation, and perceived teacher boredom and L2 writing motivation, using dynamic structural equation modeling.
What worked and what didn't
Dynamic structural equation modeling showed significant positive cross-lagged and feedback effects between perceived teacher boredom and foreign language learning boredom, and between foreign language learning boredom and L2 writing motivation. The results also showed a negative unidirectional loop between perceived teacher boredom and L2 writing motivation, meaning higher perceived teacher boredom predicted lower later writing motivation, while writing motivation did not predict later perceived teacher boredom.
What to keep in mind
The abstract does not provide detailed limitations beyond noting that this area has been underexplored. The findings are limited to the participants, measures, and 10-day observation period described in the study.
Key points
- Perceived teacher boredom and learners’ foreign language learning boredom reinforced each other over time.
- Foreign language learning boredom and L2 writing motivation also formed a reciprocal feedback loop.
- Higher perceived teacher boredom predicted lower later L2 writing motivation.
- L2 writing motivation did not predict later perceived teacher boredom.
- The study used a 10-day experience sampling design with 264 EFL learners and 21 teachers.
Disclosure
- Research title:
- Teacher boredom and learner boredom reinforce each other
- Authors:
- Mehdi Solhi, Majid Elahi Shirvan, Tahereh Taherian
- Institutions:
- Istanbul Medipol University, Ankara Medipol Üniversitesi, University of Bojnord, Yazd University
- Publication date:
- 2026-03-09
- OpenAlex record:
- View
Get the weekly research newsletter
Stay current with peer-reviewed research without reading academic papers — one filtered digest, every Friday.