ERIC Number: EJ1468642
Record Type: Journal
Publication Date: 2025
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0143-4632
EISSN: EISSN-1747-7557
Available Date: 0000-00-00
Boredom in Online Foreign Language Classrooms: Antecedents and Solutions from Students' Perspective
Journal of Multilingual and Multicultural Development, v46 n2 p288-303 2025
The present study explored the antecedents and potential solutions to boredom in online English classrooms from the perspectives of 105 Thai EFL university students. Guided by a qualitative approach, an open-ended survey and semi-structured interviews were used to collect the data. The thematic analysis of the data revealed nine antecedents that contributed to students' boredom in online English classrooms. These included monotonous teaching, difficult content and tasks, lack of interaction, screen fatigue, mode of learning, teacher's personality trait, input overload, technical issues, and class timing allotment. As for solutions to students' boredom, the present participants suggested that students' boredom in an online foreign language classroom can be reduced by promoting innovative teaching, encouraging and motivating students, choosing the right classroom environment, increasing teacher-student interaction, shortening lecture hours, and turning on video cameras. Altogether, this study contributes to the emerging research trend, that is, the aspects of students' boredom in the foreign language online classroom and concludes with recommendations for future research.
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Learner Engagement, Student Attitudes, Online Courses, College Students, Teaching Methods, Personality Traits, Teacher Characteristics, Course Content, Difficulty Level, Instructional Innovation, Classroom Environment, Teacher Student Relationship, Language Teachers, Foreign Countries, Psychological Patterns
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand
Grant or Contract Numbers: N/A
Author Affiliations: 1Prince of Songkla University International College, Prince of Songkla University, Hat Yai, Thailand; 2School of Languages and General Education, Walailak University, Thai Buri, Thailand