Wang Yongliang
School of Foreign Languages and Cultures, Nanjing Normal University, No.1 Wenyuan Road Qixia District, 210046 Nanjing, China.
Curr Psychol. 2023 Jan 17:1-15. doi: 10.1007/s12144-022-04223-3.
Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-19 pandemic. Against this shortcoming, this study examined the causes of and solutions to teacher boredom experienced by 216 Chinese EFL teachers, including both genders with their ages ranging from 19 to 58. In so doing, the researcher used maximum variation sampling to gather the data via an open-ended questionnaire and semi-structured interviews. The gleaned data were then thematically analyzed by MAXQDA (Version 2020) whose results indicated that most participants consider the online mode of delivery more boring than the face-to-face mode. Additionally, the findings demonstrated that both the antecedents of and the solutions to teacher boredom come under the macro-categories of , and factors and solutions. Out of these, ITrelated factors and teacher-related solutions were the most frequently raised themes extracted from the data. The study presents some practical implications and directions for future research.
尽管在过去几十年里，语言教育中对情感的研究大幅增加，但在将英语作为外语（EFL）的背景下，尤其是在新冠疫情期间的在线教学背景下，关于诸如教师厌烦等负面情绪的影响却鲜有著述。针对这一不足，本研究调查了216名中国英语教师所经历的教师厌烦情绪的成因及解决办法，这些教师年龄在19岁至58岁之间，涵盖了不同性别。在此过程中，研究者采用最大差异抽样法，通过开放式问卷和半结构化访谈来收集数据。然后，利用MAXQDA（2020版）对收集到的数据进行主题分析，结果表明，大多数参与者认为在线授课模式比面对面授课模式更枯燥。此外，研究结果表明，教师厌烦情绪的成因及解决办法都归属于宏观类别中的 、 因素及解决办法。其中，与信息技术相关的因素和与教师相关的解决办法是从数据中提取出的最常出现的主题。该研究提出了一些实际意义及未来研究方向。
