Causes and Effects of Boredom in Online Foreign Language Learning: A Systematic Review and Future Perspectives
Main Article Content
Keywords
boredom in foreign language classrooms, online teaching interventions, factors influencing boredom, individual learner differences, impact of the teaching environment, applied linguistics
Abstract
In recent years, boredom in online foreign language learning has become a prominent area of research. An in-depth discussion of the current status of research on boredom in online language learning can both enhance the theoretical contributions to applied linguistics and explore practical strategies for reducing boredom and improving the quality of online teaching. This paper adopts a literature review methodology to select high-quality research published during the period of 2020--2025, summarizing the research themes from four dimensions: the definition and dynamic changes in boredom, its relationship with learner-related factors, its interaction with environmental factors, and its impact on learning effectiveness. This review systematically analyses the research subjects and methods used in these studies. The findings indicate that most existing studies have focused on college students, with a heavy reliance on quantitative methods such as questionnaires and a lack of qualitative and interdisciplinary approaches. Additionally, current research tends to overlook the specific characteristics of boredom as related to particular foreign language skills and online platforms. Future research should further expand the themes and adopt multidisciplinary research approaches to offer a more comprehensive understanding.
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