• Revisiting the Relationship be...

Treffer: Revisiting the Relationship between Global and Specific Levels of Foreign Language Boredom and Language Engagement: A Moderated Mediation Model of Academic Buoyancy and Emotional Engagement

Title:
Revisiting the Relationship between Global and Specific Levels of Foreign Language Boredom and Language Engagement: A Moderated Mediation Model of Academic Buoyancy and Emotional Engagement
Language:
English
Authors:
Honggang Liu (ORCID 0000-0002-0559-6072), Majid Elahi Shirvan (ORCID 0000-0003-3363-8273), Tahereh Taherian (ORCID 0000-0003-2583-8224)
Source:
Studies in Second Language Learning and Teaching. 2025 15(1):13-39.
Availability:
Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed:
Y
Page Count:
27
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
High Schools
Secondary Education
Descriptors:
Learner Engagement, English (Second Language), Second Language Learning, Second Language Instruction, Learning Processes, Accuracy, Robustness (Statistics), Psychological Patterns, Structural Equation Models, Correlation, Teaching Methods, Foreign Countries, Student Attitudes, High School Students, Rating Scales
Geographic Terms:
China
ISSN:
2083-5205
2084-1965
Entry Date:
2025
Accession Number:
EJ1464692
Database:
ERIC

Weitere Informationen

The current research aimed to examine the relationships among three key aspects of the language learning process, namely, foreign language boredom (FLB), English language engagement (ELE), and academic buoyancy (AB), utilizing data collected from 2,992 Chinese language learners. In order to strengthen the accuracy and robustness of the results, we initially performed primary analyses to determine the most effective measurement solution for the three variables. As a result, we decided to use a bifactor exploratory structural equation modeling (ESEM) solution for FLB, a partial bifactor-ESEM solution for ELE, and a unidimensional confirmatory factor analysis solution for AB. The primary analysis demonstrated that the global factor of FLB strongly and negatively influenced the global levels of ELE. Both global and specific factors of FLB predicted different facets of specific ELE differently. The mediation-moderation analysis further confirmed the significance of the specific factors of emotional ELE as mediators and AB as a moderator in the relationships between global and specific levels of FLB and global and specific levels of ELE. The findings offer a basis for theoretical and pedagogical implications.

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