İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme

Veli Başaranol

doi:10.53629/sakaefd.1618863

TR EN

İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme

Abstract

Bu çalışmada, İngilizce derslerinde hissedilen can sıkıntısı nedenleri üzerine yapılmış akademik çalışmaların sistematik bir incelemesi yapılmıştır. Alan yazında İngilizce derslerinde hissedilen can sıkıntısının nedenlerine yönelik yapılan çalışmaların 2016-2024 yılları arasında gerçekleştirildiği tespit edilmiştir. Google Scholar, Scopus ve Web of Science veri tabanlarında yapılan çalışmalar incelemeye dahil edilmiştir. Yapılan inceleme sonucunda 33 adet çalışma sistematik değerlendirmeye alınmıştır. Çalışmaların nerede ve hangi örneklemler ile yapıldığı, öğretim türü, yöntemleri ve bulguları incelenmiştir. İngilizce derslerinde can sıkıntısı nedenlerinin Polonya, Çin ve İran’da çoğunlukla üniversite öğrencileri üzerinde ve yüz yüze dersler kapsamında nitel yöntemler kullanılarak incelendiği tespit edilmiştir. Araştırma sonucunda, İngilizce derslerinde can sıkıntısına neden olan dört ana temanın olduğu bulunmuştur. Bunlar, öğretmen ve öğretim elemanından kaynaklanan nedenler, öğrencilerin kendisinden kaynaklı nedenler, görev ile ilgili nedenler ve bilgi ve iletişim teknolojilerinden kaynaklı nedenlerin olduğu sonucuna ulaşılmıştır. Araştırma bulgularına göre can sıkıntısının nedenlerinin nicel yöntemler ile incelendiği daha fazla araştırma ile daha genellenebilir sonuçlar elde edilebilir. İngilizce öğrenen öğrenciler arasında can sıkıntısındaki değişimin yönünü izlemek ve belirlemek için deneysel ve boylamsal desenlerin kullanıldığı daha fazla çalışma yapılması gerekmektedir.

Keywords

Can Sıkıntısı, İngilizce Derslerinde Can Sıkıntısının Nedenleri, Sistematik İnceleme

A Systematic Review on the Causes of Boredom in English Classes

Abstract

In this study, a systematic review of academic studies on the causes of boredom in English classes was conducted. It has been determined that studies on the causes of boredom felt in English lessons in the literature were conducted between 2016 and 2024. Studies in Google Scholar, Scopus and Web of Science databases were included in the review. As a result of the review, 33 studies were included in the systematic review. The samples, countires, type of teaching (face-to-face or online teaching), methods and findings of the studies were examined. It was found that the causes of boredom in English classes were mostly examined on university students in Poland, China and Iran and within the scope of face-to-face courses. As a result of the research, it was found that there are four main dimensions that cause boredom in English classes. These are teacher and instructor-related causes, student-related causes, task-related causes and information and communication technologies-related causes. According to the research findings, more generalizable results can be obtained with more studies examining the causes of boredom with quantitative methods. Further studies with experimental and longitudinal designs are needed to monitor and determine the direction of change in boredom among EFL students.

Keywords

Boredom, Causes of Boredom in English Classes, Systematic Review

References

Acee, T. W., Kim, H., Kim, H. J., Kim, J.-I., Chu, H.-N. R., Kim, M., Cho, Y., Wicker, F. W., & Boredom Research Group. (2010). Academic boredom in under and over-challenging situations. Contemporary Educational Psychology, 35(1), 17–27. https://doi.org/10.1016/j.cedpsych.2009.08.002
Alrajhi, A. S. (2024). The salient antecedents of boredom in formal English language learning. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2342672
Amiri, E., Elkarfa, A., Sbaihi, M., Iannàccaro, G., & Tamburini, E. (2022). Students' experiences and perceptions of boredom in EFL academic context. International Journal of Language and Literary Studies, 4(4), 273–288. https://doi.org/10.36892/ijlls.v4i4.1140
Apridayani, A., & Waluyo, B. (2022). Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses. Journal of Multilingual and Multicultural Development, 45(10), 4254–4269. https://doi.org/10.1080/01434632.2022.2152457
Artino, A. R., La Rochelle, J. S., & Durning, S. J. (2010). Second-year medical students' motivational beliefs, emotions, and achievement. Medical Education, 44(12), 1203–1212. https://doi.org/10.1111/j.1365-2923.2010.03712.x
Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1), 1-16. https://doi.org/10.1037/tmb0000030
Berlyne, D. E. (1960). Conﬂict, arousal, and curiosity. McGraw-Hill. https://doi.org/10.1037/11164-000
Chang, W., & Sun, J. C. (2024). Evaluating AI’s impact on self-regulated language learning: A systematic review. System, 126, 103484. https://doi.org/10.1016/j.system.2024.103484
Conrad, P. (1997). It’s boring: Notes on the meanings of boredom in everyday life. Qualitative Sociology, 20(4), 465-475. https://doi.org/10.1023/A:1024747820595
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row Publishers.

Coşkun, A. (2023). Perception of boredom in young learners’ English language classes. Educatione, 2(2), 196-217. https://doi.org/10.58650/educatione.1331880
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
Daniels, L. M., Tze, V. M. C., & Goetz, T. (2015). Examining boredom: Different causes for different coping profiles. Learning and Individual Differences, 37, 255–261. http://dx.doi.org/10.1016/j.lindif.2014.11.004
Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2011). Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales. British Journal of Educational Psychology, 81(3), 421-440. https://doi.org/10.1348/000709910X526038
Daschman, E. C., Goetz, T., & Stupnisky, R. H. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored? Teaching and Teacher Education, 39, 22-30. https://doi.org/10.1016/j.tate.2013.11.009
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 102556. https://doi.org/10.1016/j.system.2021.102556
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2022). Activity-induced boredom in online EFL classes. ELT Journal, 76(1), 58–68. https://doi.org/10.1093/elt/ccab072
Eastwood, J. D., Frischen, A., Fenske, M. J., & Smilek, D. (2012). The unengaged mind: Defining boredom in terms of attention. Perspectives on Psychological Science, 7, 482–495. https://doi.org/10.1177/1745691612456044
El Deen, A. M. (2023). Students’ boredom in English language classes: Voices from Saudi Arabia. Frontiers in Psychology, 14, 1–9. https://doi.org/10.3389/fpsyg.2023.1108372
Elmalı Özsaray, A., & Eren, A. (2018). Achievement emotions, epistemic curiosity, and graded performance of undergraduate students in English preparatory classes. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 8(1), 39-58. https://doi.org/10.31704/ijocis.2018.003
Eren, A. (2013). Prospective teachers’ perceptions of instrumentality, boredom coping strategies, and four aspects of engagement. Teaching Education, 24(3), 302–326. https://doi.org/10.1080/10476210.2012.724053
Eren, A. (2016). Unidirectional cycle of prospective teachers’ boredom, boredom coping strategies, and engagement. Social Psychology of Education, 19(4), 895-924. https://doi.org/10.1007/s11218-016-9348-8
Eren, A. & Coşkun, H. (2016). Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal of Educational Research, 109(6), 574-588. https://doi.org/10.1080/00220671.2014.999364
Farmer, R., & Sundberg, N.D. (1986). Boredom proneness: The development and correlates of a new scale. Journal of Personality Assessment, 50(1), 4–17, http://dx.doi.org/10.1207/s15327752jpa5001_2
Feldman, R. S. (1997). Essentials of understanding psychology. McGraw-Hill.
Fenichel, O. (1951). On the psychology of boredom. D. Rapaport (Ed.), Organization and pathology of thought: Selected sources (pp. 349–361). Columbia University Press. https://doi.org/10.1037/10584-018
Fisher, C. D. (1993). Boredom at work: a neglected concept. Human Relations, 46(3), 395-417. http://dx.doi.org/10.1177/001872679304600305
Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75(1), 5–29. https://doi.org/10.3200/JEXE.75.1.5-29
Goetz, T., Nett, U., Martiny, S., Hall, N., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225-234. https://doi.org/10.1016/j.lindif.2011.04.006
Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39(1), 102-111. https://doi.org/10.1016/j.tate.2014.01.002
Harris, M.B. (2000). Correlates and characteristics of boredom proneness and boredom. Journal of Applied Social Psychology, 30(3), 576–598. https://doi.org/10.1111/j.1559-1816.2000.tb02497.x
Hill, A. B., & Perkins, R. E. (1985). Towards a model of boredom. British Journal of Psychology, 76(2), 235–240. https://doi.org/10.1111/j.2044-8295.1985.tb01947.x
Kass, S. J., Vodanovich, S. J., & Callander, A. (2001). State-trait boredom: The relationship to absenteeism, tenure and job satisfaction. Journal of Business and Psychology, 16(2), 317-327. https://doi.org/10.1023/A:1011121503118
Kholili, A. (2023). Investigating factors underlying boredom in learning English: The case of secondary school. Al-Lisan: Jurnal Bahasa (e-Journal), 8(1), 13-32. https://doi.org/10.30603/al.v8i1.3185
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.
Krippendorff, K. (2004). Reliability in content analysis: some common misconceptions and recommendations. Human Communication Research, 30(3), 411-433. https://doi.org/10.1111/j.1468-2958.2004.tb00738.x
Kruk, M. (2016). Variations in motivation, anxiety and boredom in learning English in Second Life. The EUROCALL Review, 23(2), 25-39. https://doi.org/10.4995/eurocall.2016.5693
Kruk, M. & Zawodniak J. (2018). Boredom in practical English language classes: Insights from interview data. In Szymański, L., Zawodniak, J., Łobodziec, A., Smoluk, M. (Eds.), Interdisciplinary views on the English language, literature and culture (pp. 177–191). Zielona Góra: Uniwersytet Zielonogórski.
Kruk, M., & Zawodniak, J. (2020). A comparative study of the experience of boredom in the L2 and L3 classroom. English Teaching & Learning, 44, 417–437. https://doi.org/10.1007/s42321-020-00056-0
Kruk, M., Pawlak, M., & Zawodniak, J. (2021). Another look at boredom in language instruction: the role of the predictable and the unexpected. Studies in Second Language Learning and Teaching, 11(1), 15–40. https://doi.org/10.14746/ssllt.2021.11.1.2
Kruk, M., Pawlak, M., Elahi Shirvan, M., & Shahnama, M. (2022a). The emergence of boredom in an online language class: An ecological perspective. System, 107, 102803. https://doi.org/10.1016/j.system.2022.102803
Kruk, M., Pawlak, M., Shirvan, M. E., Taherian, T., & Yazdanmehr, E. (2022b). Potential sources of foreign language learning boredom: AQ methodology study. Studies in Second Language Learning and Teaching, 12(1), 37–58. https://doi.org/10.14746/ssllt.2022.12.1.3
Larson, R. W., & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99(4), 418–443. https://doi.org/10.1086/443992
Li, C. (2021). A control–value theory approach to boredom in English classes among university students in China. Modern Language Journal, 105(1), 317–334. https://doi.org/10.1111/modl.12693
Li, J. (2023). Exploring foreign language learning boredom in EFL class among primary students in China. Journal of Education, Humanities and Social Sciences, 8, 2362-2366. https://doi.org/10.54097/ehss.v8i.4995
Li, B., Lowell, V. L., Wang, C., & Li, X. (2024). A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching. Computers and Education: Artificial Intelligence, 7, 100266.
Li, C., Dewaele, J., & Hu, Y. (2023). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review, 14(2), 223-249. https://doi.org/10.1515/applirev-2020-0124
Li, C., & Han, Y. (2024). Learner-internal and learner-external factors for boredom amongst Chinese university EFL students. Applied Linguistics Review, 15(3), 901-926. https://doi.org/10.1515/applirev-2021-0159
Luong, S. K., & Hoa, C. T. (2023). Boredom in online language classrooms: Vietnamese EFL students' perspectives. H. Bui & R. Kumar (Ed.), Multidisciplinary Applications of Computer-Mediated Communication (pp. 51-66). IGI Global. https://doi.org/10.4018/978-1-6684-7034-3.ch004
Mahmoudi-Gahrouei, V., Kruk, M., Moafian, F., & Farahmand Boroujeni, M. (2024). The stone left unturned: boredom among young EFL learners. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0180
Mousavian Rad, S. E., Roohani, A., & Mirzaei, A. (2022). Developing and validating precursors of students’ boredom in EFL classes: an exploratory sequential mixed-methods study. Journal of Multilingual and Multicultural Development, 45(8), 3010–3027. https://doi.org/10.1080/01434632.2022.2082448
Mulrow, C.D. (1994). Systematic reviews: Rationale for systematic reviews. Bmj (Clinical Research ed.), 309(6954), 597–599. https://doi.org/ 10.1136/bmj.309.6954.597
Nakamura, S., Darasawang, P., & Reinders, H. (2021). The antecedents of boredom in L2 classroom learning. System, 98, 102469. https://doi.org/10.1016/j.compcom.2020.102613
Nett, U. E., Goetz, T., & Daniels, L. (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences, 20(6), 626-638. https://doi.org/10.1016/j.lindif.2010.09.004
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Mckenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372, 1-36. https://doi.org/10.1136/bmj.n160
Pan, M., Lai, C., & Guo, K. (2025). Technology-enhanced self-regulated second language learning interventions: A systematic review. System, 131, 103675. https://doi.org/10.1016/j.system.2025.103675
Patton, M.Q. (2015). Qualitative research and evaluation methods(4th ed.). Sage.
Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020a). Investigating factors responsible for boredom in English classes: The case of advanced learners. System, 91, 102259. https://doi.org/10.1016/j.system.2020.102259
Pawlak, M., Zawodniak, J., & Kruk, M. (2020b). The neglected emotion of boredom in teaching English to advanced learners. International Journal of Applied Linguistics, 30(3), 497–509. https://doi.org/10.1111/ijal.12302
Pawlak, M., Kruk, M., & Zawodniak, J. (2022). Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English. Language Teaching Research, 26(4), 598-616. https://doi.org/10.1177/1362168820914004
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: exploring control value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549. http://dx.doi.org/10.1037/a0019243
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36 – 48. doi:10.1016/j.cedpsych.2010.10.002
Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696–710. https://doi.org/10.1037/a0036006
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. Blackwell Publishing. https://doi.org/10.1002/9780470754887
Phan, A. L. T., Vo, V. V., & Nguyen, H. L. (2024). Factors contributing to academic boredom among English-Major students at Nong Lam University Ho Chi Minh City, Vietnam. Vietnam Journal of Education, 8 (1), 38–50. https://doi.org/10.52296/vje.2024.350
Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. https://doi.org/10.1177/0033688220927531
Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory & Practice in Language Studies, 4, 931–940. https://doi.org/10.4304/tpls.4.5.931-940
Sarkis-Onofre, R., Catalá-López, F., Aromataris, E., & Lockwood, C. (2021). How to properly use the PRISMA statement. Systematic Reviews, 10, 117. https://doi.org/10.1186/ s13643-021-01671-z
Shimray, R., & Wangdi, T. (2023). Boredom in online foreign language classrooms: Antecedents and solutions from students’ perspective. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2023.2178442
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207. https://doi.org/10.1017/S0261444811000486
Tran, N. H., & Bui, H. P. (2024). Causes of boredom in language classrooms and students’ coping strategies: A case in Vietnam. Language Related Research, 15(3), 1-24. https://doi.org/10.29252/LRR.15. 3.1
Vodanovich, S. J. (2003). Psychometric measures of boredom: A review of the literature. Journal of Psychology, 137(6), 569-595. https://doi.org/10.1080/00223980309600636
Westgate, E. C., & Wilson, T. D. (2018). Boring thoughts and bored minds: The MAC model of boredom and cognitive engagement. Psychological Review, 125(5), 689–713. https://doi.org/10.1037/rev0000097
Westgate, E. C., & Steidle, B. (2020). Lost by definition: Why boredom matters for psychology and society. Social and Personality Psychology Compass, 14(11), 1-18. https://doi.org/10.1111/spc3.12562
Yazar. (2022). Hakem incelemesinden dolayı detaylar kaldırılmıştır.
Yue, X. (2024). Exploring language boredom among Non-English major students in English language learning. Transactions on Social Science, Education and Humanities Research, 11, 262-274. https://doi.org/10.62051/40k3m391
Zawodniak, J., Kruk, M., & Chumas, J. (2017). Towards conceptualizing boredom as an emotion in the EFL academic context. Konin Language Studies, 5(4), 425-441. https://doi.org/10.30438/ksj.2017.5.4.3
Zawodniak, J., & Kruk, M. (2018b). Wplyw ´swiata wirtualnego ‘Second Life’ na zmiany w poziomie motywacji, l¸eku j¸ezykowego i do´swiadczenia nudy u studentów ﬁlologii angielskiej (The impact of Second Life on changes in levels of L2 motivation, language anxiety and boredom among students of English philology). Neoﬁlolog, 50(1), 65–85.
Zawodniak, J., Kruk, M., & Pawlak, M. (2023). Boredom as an aversive emotion experienced by English Majors. RELC Journal, 54(1), 22-36. https://doi.org/10.1177/0033688220973732

Details

Primary Language

Turkish

Subjects

Psychological Foundations of Education, Curriculum and Instration (Other), Other Fields of Education (Other), Learning Sciences

Journal Section

Systematic Reviews and Meta Analysis

Authors

Veli Başaranol ^*
0000-0003-1646-1736
Türkiye

Early Pub Date

December 23, 2025

Publication Date

December 23, 2025

Submission Date

January 13, 2025

Acceptance Date

August 16, 2025

Published in Issue

Year 2025 Volume: 25 Number: 2

DOI

https://doi.org/10.53629/sakaefd.1618863

IZ

https://izlik.org/JA49AM45ZF

APA

Başaranol, V. (2025). İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 252-272. https://doi.org/10.53629/sakaefd.1618863

AMA

1.Başaranol V. İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme. SUJEF. 2025;25(2):252-272. doi:10.53629/sakaefd.1618863

Chicago

Başaranol, Veli. 2025. “İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme”. Sakarya Üniversitesi Eğitim Fakültesi Dergisi 25 (2): 252-72. https://doi.org/10.53629/sakaefd.1618863.

EndNote

Başaranol V (December 1, 2025) İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme. Sakarya Üniversitesi Eğitim Fakültesi Dergisi 25 2 252–272.

IEEE

[1]V. Başaranol, “İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme”, SUJEF, vol. 25, no. 2, pp. 252–272, Dec. 2025, doi: 10.53629/sakaefd.1618863.

ISNAD

Başaranol, Veli. “İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme”. Sakarya Üniversitesi Eğitim Fakültesi Dergisi 25/2 (December 1, 2025): 252-272. https://doi.org/10.53629/sakaefd.1618863.

JAMA

1.Başaranol V. İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme. SUJEF. 2025;25:252–272.

MLA

Başaranol, Veli. “İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme”. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, vol. 25, no. 2, Dec. 2025, pp. 252-7, doi:10.53629/sakaefd.1618863.

Vancouver

1.Veli Başaranol. İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme. SUJEF. 2025 Dec. 1;25(2):252-7. doi:10.53629/sakaefd.1618863

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

İngilizce Derslerinde Hissedilen Can Sıkıntısının Nedenleri Üzerine Sistematik Bir İnceleme

Abstract

Keywords

A Systematic Review on the Causes of Boredom in English Classes

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite