Pluralism Behind Boredom Coping in Language Learning: Evidence From a Q Methodology Study

Information from the abstract

The present study investigated how second or foreign language (L2) learners cope with boredom in class, using Q methodology. The participants were 40 undergraduate English majors (12 male, 28 female). By-person factor analysis identified three coping profiles, namely, acceptors , escapers , and strivers . The acceptors viewed coping as a personal responsibility and acknowledged boredom as a natural and temporary emotion. These learners reminded themselves of the value of the lesson, reflected on the causes of boredom, and planned to prepare for future situations, showing a reflective and mindful attitude. The escapers tackled boredom through mental or behavioral disengagement. They tended to distract themselves or share their feelings with peers. While they avoided confronting boredom directly, they neither blamed themselves nor the teacher. The strivers demonstrated persistence and discipline. They coped boredom by staying task-focused, taking notes, highlighting key points, and consciously redirecting attention to maintain engagement. For them, boredom was a signal to work harder and remain committed to learning goals rather than a reason to disengage. Taken together, learners may adopt different reflective, avoidant, or effortful responses to boredom experiences across L2 learning contexts. This study offers both theoretical and practical implications for understanding learner boredom and diverse coping patterns in L2 classrooms.

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Related topics: Mind wandering and attention · Flow Experience in Various Fields · Grit, Self-Efficacy, and Motivation