Home » CHINESE COLLEGE STUDENTS’ FOREIGN LANGUAGE LEARNINGBOREDOM AND THEIR WILLINGNESS TO COMMUNICATE

CHINESE COLLEGE STUDENTS’ FOREIGN LANGUAGE LEARNINGBOREDOM AND THEIR WILLINGNESS TO COMMUNICATE

Pan Xiaorong

CHINESE COLLEGE STUDENTS’ FOREIGN LANGUAGE LEARNING BOREDOM AND THEIR WILLINGNESS TO COMMUNICATE
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ABSTRACT

This study examines foreign language learning boredom (FLLB) and willingness to communicate (WTC) among Chinese college non-English-major students in the context of studying English. Based on the conceptualization of FLLB in educational psychology, the heuristic model of WTC, and Wen & Clément’s theoretical model, the study adopts a mixed method of quantitative and qualitative analyses to investigate the participants’ level of FLLB and WTC in English and tries to explore the correlation between these two variables. With the help of the modified Foreign Language Learning Boredom Scale (FLLBS) and Willingness to Communicate Scale (WTCS) and an open-ended questionnaire, the study finds that foreign language classroom boredom, under-challenging task boredom, and homework boredom have a negative correlation with students’ WTC. In contrast, teacher dislikes, and PowerPoint boredom correlate positively with students’ WTC. To better help teachers, students, and administrators, an instructional intervention plan is proposed to help students reduce their level of FLLB and improve their WTC.

Keywords: Chinese college students, foreign language learning boredom (FLLB), the conceptualization of FLLB, the heuristic model of WTC, willingness to communicate (WTC)
https://doi.org/10.57180/yfna3460

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