EXPLORING EFL LEARNING BOREDOM AMONG NON-ENGLISH-MAJOR UNIVERSITY STUDENTS

Cao Minh Phong

Abstract


Boredom is a common yet underexplored emotion in EFL classrooms, particularly among non-English-major students. This study investigated the level of EFL learning boredom among non-English-major undergraduate students at Nam Can Tho University. Guided by the Control-Value Theory of Achievement Emotions, the study adopted a quantitative research design. Data were collected from 234 students using a structured questionnaire measuring three dimensions of boredom: Affective and Cognitive, Physiological and Expressive, and Motivational. Descriptive statistics were employed to analyze the data. The findings revealed a moderate level of EFL learning boredom. Among the three dimensions, the Affective and Cognitive dimension recorded the highest mean score, indicating that boredom was primarily manifested through mind-wandering and difficulty maintaining attention during English lessons. Physiological signs of boredom and motivational disengagement were also observed. The study highlights the importance of creating engaging and supportive learning environments to reduce boredom and enhance students’ participation and learning experiences in EFL classrooms.

Keywords


EFL learning boredom, non-English-major students, Control-Value Theory, classroom engagement, English learning

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i3.6968

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