Potential sources of foreign language learning boredom: A Q methodology study

The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign...
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Autor*in:	Mariusz Kruk [verfasserIn] Mirosław Pawlak [verfasserIn] Majid Elahi Shirvan [verfasserIn] Tahereh Taherian [verfasserIn] Elham Yazdanmehr [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	foreign language learning boredom (fllb) q methodology teacher-induced boredom student-induced boredom activity-induced boredom

Übergeordnetes Werk:	In: Studies in Second Language Learning and Teaching - Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University, 2016, 12(2022), 1, Seite 27-58
Übergeordnetes Werk:	volume:12 ; year:2022 ; number:1 ; pages:27-58

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.14746/ssllt.2022.12.1.3

Katalog-ID:	DOAJ023458054

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allfields	10.14746/ssllt.2022.12.1.3 doi (DE-627)DOAJ023458054 (DE-599)DOAJd16f1159cab64b3e86b4c42e94f5b3f9 DE-627 ger DE-627 rakwb eng P1-1091 Mariusz Kruk verfasserin aut Potential sources of foreign language learning boredom: A Q methodology study 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded. foreign language learning boredom (fllb) q methodology teacher-induced boredom student-induced boredom activity-induced boredom Philology. Linguistics Mirosław Pawlak verfasserin aut Majid Elahi Shirvan verfasserin aut Tahereh Taherian verfasserin aut Elham Yazdanmehr verfasserin aut In Studies in Second Language Learning and Teaching Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University, 2016 12(2022), 1, Seite 27-58 (DE-627)732627273 (DE-600)2695474-6 20841965 nnns volume:12 year:2022 number:1 pages:27-58 https://doi.org/10.14746/ssllt.2022.12.1.3 kostenfrei https://doaj.org/article/d16f1159cab64b3e86b4c42e94f5b3f9 kostenfrei https://pressto.amu.edu.pl/index.php/ssllt/article/view/29769 kostenfrei https://doaj.org/toc/2083-5205 Journal toc kostenfrei https://doaj.org/toc/2084-1965 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2093 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 12 2022 1 27-58
spelling	10.14746/ssllt.2022.12.1.3 doi (DE-627)DOAJ023458054 (DE-599)DOAJd16f1159cab64b3e86b4c42e94f5b3f9 DE-627 ger DE-627 rakwb eng P1-1091 Mariusz Kruk verfasserin aut Potential sources of foreign language learning boredom: A Q methodology study 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded. foreign language learning boredom (fllb) q methodology teacher-induced boredom student-induced boredom activity-induced boredom Philology. Linguistics Mirosław Pawlak verfasserin aut Majid Elahi Shirvan verfasserin aut Tahereh Taherian verfasserin aut Elham Yazdanmehr verfasserin aut In Studies in Second Language Learning and Teaching Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University, 2016 12(2022), 1, Seite 27-58 (DE-627)732627273 (DE-600)2695474-6 20841965 nnns volume:12 year:2022 number:1 pages:27-58 https://doi.org/10.14746/ssllt.2022.12.1.3 kostenfrei https://doaj.org/article/d16f1159cab64b3e86b4c42e94f5b3f9 kostenfrei https://pressto.amu.edu.pl/index.php/ssllt/article/view/29769 kostenfrei https://doaj.org/toc/2083-5205 Journal toc kostenfrei https://doaj.org/toc/2084-1965 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2093 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 12 2022 1 27-58
allfields_unstemmed	10.14746/ssllt.2022.12.1.3 doi (DE-627)DOAJ023458054 (DE-599)DOAJd16f1159cab64b3e86b4c42e94f5b3f9 DE-627 ger DE-627 rakwb eng P1-1091 Mariusz Kruk verfasserin aut Potential sources of foreign language learning boredom: A Q methodology study 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded. foreign language learning boredom (fllb) q methodology teacher-induced boredom student-induced boredom activity-induced boredom Philology. Linguistics Mirosław Pawlak verfasserin aut Majid Elahi Shirvan verfasserin aut Tahereh Taherian verfasserin aut Elham Yazdanmehr verfasserin aut In Studies in Second Language Learning and Teaching Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University, 2016 12(2022), 1, Seite 27-58 (DE-627)732627273 (DE-600)2695474-6 20841965 nnns volume:12 year:2022 number:1 pages:27-58 https://doi.org/10.14746/ssllt.2022.12.1.3 kostenfrei https://doaj.org/article/d16f1159cab64b3e86b4c42e94f5b3f9 kostenfrei https://pressto.amu.edu.pl/index.php/ssllt/article/view/29769 kostenfrei https://doaj.org/toc/2083-5205 Journal toc kostenfrei https://doaj.org/toc/2084-1965 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2093 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 12 2022 1 27-58
allfieldsGer	10.14746/ssllt.2022.12.1.3 doi (DE-627)DOAJ023458054 (DE-599)DOAJd16f1159cab64b3e86b4c42e94f5b3f9 DE-627 ger DE-627 rakwb eng P1-1091 Mariusz Kruk verfasserin aut Potential sources of foreign language learning boredom: A Q methodology study 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded. foreign language learning boredom (fllb) q methodology teacher-induced boredom student-induced boredom activity-induced boredom Philology. Linguistics Mirosław Pawlak verfasserin aut Majid Elahi Shirvan verfasserin aut Tahereh Taherian verfasserin aut Elham Yazdanmehr verfasserin aut In Studies in Second Language Learning and Teaching Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University, 2016 12(2022), 1, Seite 27-58 (DE-627)732627273 (DE-600)2695474-6 20841965 nnns volume:12 year:2022 number:1 pages:27-58 https://doi.org/10.14746/ssllt.2022.12.1.3 kostenfrei https://doaj.org/article/d16f1159cab64b3e86b4c42e94f5b3f9 kostenfrei https://pressto.amu.edu.pl/index.php/ssllt/article/view/29769 kostenfrei https://doaj.org/toc/2083-5205 Journal toc kostenfrei https://doaj.org/toc/2084-1965 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2093 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 12 2022 1 27-58
allfieldsSound	10.14746/ssllt.2022.12.1.3 doi (DE-627)DOAJ023458054 (DE-599)DOAJd16f1159cab64b3e86b4c42e94f5b3f9 DE-627 ger DE-627 rakwb eng P1-1091 Mariusz Kruk verfasserin aut Potential sources of foreign language learning boredom: A Q methodology study 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded. foreign language learning boredom (fllb) q methodology teacher-induced boredom student-induced boredom activity-induced boredom Philology. Linguistics Mirosław Pawlak verfasserin aut Majid Elahi Shirvan verfasserin aut Tahereh Taherian verfasserin aut Elham Yazdanmehr verfasserin aut In Studies in Second Language Learning and Teaching Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University, 2016 12(2022), 1, Seite 27-58 (DE-627)732627273 (DE-600)2695474-6 20841965 nnns volume:12 year:2022 number:1 pages:27-58 https://doi.org/10.14746/ssllt.2022.12.1.3 kostenfrei https://doaj.org/article/d16f1159cab64b3e86b4c42e94f5b3f9 kostenfrei https://pressto.amu.edu.pl/index.php/ssllt/article/view/29769 kostenfrei https://doaj.org/toc/2083-5205 Journal toc kostenfrei https://doaj.org/toc/2084-1965 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2093 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 12 2022 1 27-58
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author	Mariusz Kruk
spellingShingle	Mariusz Kruk misc P1-1091 misc foreign language learning boredom (fllb) misc q methodology misc teacher-induced boredom misc student-induced boredom misc activity-induced boredom misc Philology. Linguistics Potential sources of foreign language learning boredom: A Q methodology study
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topic_title	P1-1091 Potential sources of foreign language learning boredom: A Q methodology study foreign language learning boredom (fllb) q methodology teacher-induced boredom student-induced boredom activity-induced boredom
topic	misc P1-1091 misc foreign language learning boredom (fllb) misc q methodology misc teacher-induced boredom misc student-induced boredom misc activity-induced boredom misc Philology. Linguistics
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title_sort	potential sources of foreign language learning boredom: a q methodology study
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title_auth	Potential sources of foreign language learning boredom: A Q methodology study
abstract	The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.
abstractGer	The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.
abstract_unstemmed	The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.
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title_short	Potential sources of foreign language learning boredom: A Q methodology study
url	https://doi.org/10.14746/ssllt.2022.12.1.3 https://doaj.org/article/d16f1159cab64b3e86b4c42e94f5b3f9 https://pressto.amu.edu.pl/index.php/ssllt/article/view/29769 https://doaj.org/toc/2083-5205 https://doaj.org/toc/2084-1965
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author2	Mirosław Pawlak Majid Elahi Shirvan Tahereh Taherian Elham Yazdanmehr
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Potential sources of foreign language learning boredom: A Q methodology study

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