Xu Jieping, Pan Yuehong, Derakhshan Ali
Applied Linguistics, School of Foreign Languages, Chaohu University, Hefei, China.
Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran.
Percept Mot Skills. 2024 Oct;131(5):1934-1957. doi: 10.1177/00315125241272524. Epub 2024 Aug 7.
Since boredom significantly contributes to diminished motivation among learners of English as a Foreign Language (EFL), there is a need to identify factors that influence boredom. Amidst various elements that can precipitate students' boredom, educational-related concepts have garnered particular attention, with the learning environment emerging as a chief focal point due to its consequential importance to learners. Specifically, the role of teachers' clarity and immediacy in manipulating learners' performance, enthusiasm, and involvement has been widely recognized. Consequently, in this study, we scrutinized the impact of EFL teachers' immediacy and clarity in mitigating learners' boredom. To this end, we collected data from 383 Chinese students through the administration of three scales measuring their perceptions of teacher clarity, teacher immediacy, and learners' boredom. We identified significant associations between teachers' clarity and immediacy and learners' boredom. In Structural Equation Modeling (SEM) analysis, both teacher immediacy and clarity were robust predictors of students' boredom, with about 48% of the variance in students' boredom accounted for by teachers' immediacy, and 53% of this variance attributed to teachers' clarity. We elaborate upon the implications of these findings in our discussion.
由于无聊对作为外语的英语（EFL）学习者的学习动机有显著的负面影响，因此有必要找出影响无聊的因素。在众多可能导致学生无聊的因素中，与教育相关的概念受到了特别关注，其中学习环境因其对学习者的重要性而成为主要焦点。具体而言，教师的清晰度和即时性在影响学习者的表现、积极性和参与度方面的作用已得到广泛认可。因此，在本研究中，我们审视了英语教师的即时性和清晰度对减轻学习者无聊感的影响。为此，我们通过管理三个量表收集了383名中国学生的数据，这些量表分别测量了他们对教师清晰度、教师即时性和学习者无聊感的看法。我们发现教师的清晰度和即时性与学习者的无聊感之间存在显著关联。在结构方程模型（SEM）分析中，教师即时性和清晰度都是学生无聊感的有力预测因素，其中约48%的学生无聊感差异可由教师即时性解释，53%的差异归因于教师清晰度。我们在讨论中详细阐述了这些发现的意义。
