ÇEVRİMİÇİ KONUŞMA SINIFLARINDA YABANCI DİL ÖĞRENME SIKILGANLIĞI KAYNAKLARININ ORTAYA ÇIKARILMASI: KATKIDA BULUNAN FAKTÖRLERİN BELİRLENMESİ VE ÇÖZÜM ÖNERİLERİ

Yıl 2025, Sayı: 29, 459 - 477, 30.04.2025

Yaşar Üstün Kaplan

https://doi.org/10.29029/busbed.1577755

Öz

Pozitif psikolojinin ortaya çıkışından bu yana, duyguların araştırılması, yabancı dil ve ikinci dil sınıfı araştırma ortamlarındaki araştırmacılar için kayda değer bir ilgi alanı haline gelmiştir. İkinci veya yabancı dil öğrenimi ve öğretiminde olumlu duygular şimdiye kadar yaygın olarak araştırılmıştır. Ancak, dil sınıflarında öncü rol oynayan olumsuz duygular hakkında çok az tartışma yapılmıştır. Yabancı dil öğreniminde olumsuz bir duygu olarak kaygıya odaklanan çok sayıda araştırma olmasına rağmen, çevrimiçi konuşma derslerinde öğrenciler tarafından deneyimlenen yabancı dil öğrenme sıkılganlığı üzerine yapılan çalışmaların az olduğu söylenebilir. Bunu göz önünde bulundurarak, bu çalışma, yabancı dil olarak İngilizce öğrenen 59 üniversite öğrencisinin deneyimlediği bu tür olumsuz bir duyguya, sıkılganlığa, odaklanan bir araştırmanın sonuçlarını sunmaya çalışmaktadır. Bu amaçla, yabancı dil olarak İngilizce öğrenenlerin çevrimiçi bir konuşma dersinde yaşadıkları yabancı dil öğrenme sıkılganlığının kaynağını açığa çıkarılması amaçlanmaktadır. Ayrıca, öğrencilerin sıkılganlık ile başa çıkmak için öne sürdükleri çözüm önerilerinin de ortaya çıkarılması hedeflenmektedir. Nitel araştırma yöntemleri kullanılarak, yansıtıcı günlükler, yapılandırılmış ve yarı yapılandırılmış görüşmeler yoluyla veri toplanmıştır. İçerik analizi sonucunda, can sıkıntısından sorumlu faktörlere ilişkin beş tema ortaya çıkmıştır. Bunlar; ders sırasındaki rahatsız edici deneyimler, sınıf bağlamına bağlı kaynaklar, öğretmenle ilgili kaynaklar, görevle ilgili kaynaklar ve öğrenciyle ilgili kaynaklardır. Çalışmada ayrıca, öğrencilerin yabancı dil öğrenme sıkılganlığını hafifletmek için önerdikleri çözümler de sunulmuştur. Bunlar dersin kendisi ve öğretimle ilgili çözümler, görevle ilgili çözümler, sınıf bağlamıyla ilgili çözümler ve öğretmenle ilgili çözümlerdir. Son olarak, çalışma gelecekteki araştırmalar için çıkarımlar ve önerilerle sonuçlanmaktadır.

Anahtar Kelimeler

Yabancı Dil Öğrenme Sıkılganlığı , Çevrimiçi Konuşma Dersi , Sıkılganlık Kaynakları , Çözüm Önerileri , Yabancı Dil Olarak İngilizce Öğrenenler

REVEALING SOURCES OF FOREIGN LANGUAGE LEARNING BOREDOM IN ONLINE SPEAKING CLASSES: IDENTIFICATION OF CONTRIBUTING FACTORS AND PROPOSED SOLUTIONS

Öz

Since the introduction of positive psychology, investigating emotions has become a prevalent concern for researchers within foreign and second-language classroom research settings. Positive emotions in a second or foreign language learning and teaching have been commonly under investigation so far. However, there has been little discussion about negative emotions, which play pioneering roles in language classes. Although there is a growing body of research concentrating on anxiety as a negative emotion in foreign language learning, it can be put forward that there is still a scarcity of studies on foreign language learning boredom experienced by learners in online speaking courses. Considering this, this paper attempts to present the results of a study focusing on such a negative emotion- boredom- experienced by 59 university students majoring in English. To this end, it identifies sources of boredom experienced by EFL learners in an online speaking course. Also, it seeks to reveal learners’ proposed solutions for coping with it. Using qualitative inquiry modes, data were collected through reflective reports and structured and semi-structured interviews. As a result of content analysis, five themes concerning factors responsible for boredom emerged. These are disturbing experiences during the lesson, classroom context-dependent sources, teacher-related sources, task-related sources, and student-related sources. Additionally, learners’ proposed solutions for alleviating boredom in foreign language learning were presented in the study. They are lesson itself and teaching-related solutions, task-related solutions, classroom context-related solutions and teacher-related solutions. Finally, the study concludes with implications and recommendations for future research.

Anahtar Kelimeler

Foreign Language Learning Boredom , Online Speaking Course , Boredom Sources , Proposed Solutions , EFL Learners

Kaynakça

• Asmalı, M. (2022). Foreign language writing boredom and anxiety in online classes: The impact of freewriting. In English as a foreign language in a new-found post-pandemic world (pp. 143–163). IGI Global.
• Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to the COVID-19 pandemic. Asian Report of Distance Education, 15(1), 1–6.
• Chapman, K. E. (2013). Boredom in the German foreign language classroom (Doctoral dissertation, The University of Wisconsin-Madison). https://www.proquest.com/docview/1417066939?pq-origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses
• Chen, W., Sun, P., & Yang, Z. (2022). Understanding Chinese second language learners’ foreign language learning boredom in online classes: Its conceptual structure and sources. Report of Multilingual and Multicultural Development, 45(8), 3291-3307.
• Coşkun, A., & Yüksel, Y. (2022). Examining English as a Foreign Language Students’ boredom regarding different variables. Acuity: Report of English Language Pedagogy, Literature and Culture, 7(1), 19-36.
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
• Derakhshan, A., Doliński, D., Zhaleh, K., Enayat, M. J., & Fathi, J. (2022). A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context. System, 106, 102790.
• Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 102556.
• Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
• Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language Annals, 53(2), 343–364. https://doi.org/10.1111/flan.12464
• Dewaele, J. M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioural learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922-945.
• Dewaele, J. M., Albakistani, A., & Kamal Ahmed, I. (2022). Is flow possible in the emergency remote teaching foreign language classroom?. Education Sciences, 12(7), 444.
• Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge.
• Fahlman, S. A., Mercer-Lynn, K. B., Flora, D. B., & Eastwood, J. D. (2013). Development and validation of the multidimensional state boredom scale. Assessment, 20(1), 68–85.
• Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
• Hill, A. B., & Perkins, R. E. (1985). Towards a model of boredom. British Journal of Psychology, 76(2), 235-240.
• Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks: Sage Publications.
• Kruk, M. (2016). Investigating the role of boredom in the context of an online language learning environment. Computer Assisted Language Learning, 29(1), 1–26. https://doi.org/10.1080/09588221.2014.1000934
• Kruk, M. (2016). Variations in motivation, anxiety and boredom in learning English in Second Life. The EuroCALL Review, 24(1), 25–39.
• Kruk, M., & Zawodniak, J. (2020). A comparative study of the experience of boredom in the L2 and L3 classroom. English Teaching & Learning, 44(4), 417-437.
• Kruk, M. (2022). Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: The case of two advanced learners of English. Computer Assisted Language Learning, 35(1-2), 190–216.
• Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: Insights from interview data. Interdisciplinary Views on the English Language, Literature and Culture, 177-191.
• Kruk, M., Pawlak, M., Shirvan, M. E., & Shahnama, M. (2022). The emergence of boredom in an online language class: An ecological perspective. System, 107, 102803.
• Kruk, M., & Pawlak, M. (2022). Understanding emotions in English language learning in virtual worlds. Routledge.
• Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing (2nd ed.). SAGE Publications.
• 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.
• Li, X., Zhou, H., & Xiao, W. (2022). Boredom proneness and core self‐evaluation as mediators between loneliness and mobile phone addiction among Chinese college students. Psychology in the Schools, 59(3), 628-638.
• Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
• Moon, J. (2006). Learning reports: A handbook for reflective practice and professional development (2nd ed.). Routledge.
• Nakamura, S., Darasawang, P., & Reinders, H. (2021). The antecedents of boredom in L2 classroom learning. System, 98, 102469.
• Pawlak, M., Derakhshan, A., Mehdizadeh, M., & Kruk, M. (2021). Boredom in online English language classes: Mediating variables and coping strategies. Language Teaching Research, 13621688211064944.
• Pawlak, M., Kruk, M., & Zawodniak, J. (2020). Investigating boredom in learning English as a foreign language in the classroom and in the computer-assisted language learning context. Language Teaching Research, 24(1), 53–70. https://doi.org/10.1177/1362168817690877
• 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.
• Pawlak, M., Kruk, M., Csizér, K., & Zawodniak, J. (2023). Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles. Applied Linguistics Review, (0).
• Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors responsible for boredom in English classes: The case of advanced learners. System, 91, 102259.
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
• 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. Report of Educational Psychology, 102(3), 531.
• Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research?. System, 86, 102121.
• Shimray, R., & Wangdi, T. (2023). Boredom in online foreign language classrooms: Antecedents and solutions from students’ perspective. Report of Multilingual and Multicultural Development, 1-16.
• Stake, R. E. (2006). Multiple case study analysis. Guilford Press.
• Tam, K. Y., Poon, C. Y., Hui, V. K., Wong, C. Y., Kwong, V. W., Yuen, G. W., & Chan, C. S. (2020). Boredom begets boredom: An experience sampling study on the impact of teacher boredom on student boredom and motivation. British Report of Educational Psychology, 90, 124–137.
• Wangdi, T., & Shimray, R. (2022). Qualities of effective EFL English teachers as perceived by Thai university students: A photovoice study. Issues in Educational Research, 32(2), 805-824.
• Watt, J. D., & Blanchard, M. J. (1994). Boredom proneness and the need for cognition. Journal of Research in Personality, 28(1), 44-51.
• Xie, J. (2021). The effects of boredom on EFL learners’ engagement. Frontiers in Psychology, p. 12, 743313.
• Yang, X., Fan, C., Liu, Q., Lian, S., Cao, M., & Zhou, Z. (2021). The mediating role of boredom proneness and the moderating role of meaning in life in the relationship between mindfulness and depressive symptoms. Current Psychology, 40, 4635–4646.
• Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
• 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.
• Zawodniak, J., Kruk, M., & Pawlak, M. (2021). Changes in foreign language boredom: Results of a mixed-methods study. System, 103, 102668. https://doi.org/10.1016/j.system.2021.102668
• Zawodniak, J., Pawlak, M., & Kruk, M. (2021). The role of grit among Polish EFL majors: A comparative study of 1st-, 2nd-, and 3rd-year university students. Report for the Psychology of Language Learning, 3(2), 118-132.