An Exploration of the Relationship Between Motivation and Boredom Attribution in Korean University Students’ EFL Learning
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초록
The present study explored the relationship between motivation and boredom attribution in learning English as a foreign language in Korea. Participants were university students majoring in the English language and literature. Ninety-one participants responded to a questionnaire probing their motivation and perceived boredom precursors in English learning. Motivation and perceived boredom precursors were operationalized by three motivational factors (integrative/intrinsic, instrumental-social status, instrumental-desired career) and two boredom precursors (being over-challenged, lack of meaning). Bivariate correlation analysis showed that lower integrative/intrinsic motivation and instrumental-desired career motivation were associated with greater boredom attribution to both types of precursors whereas the instrumental-social status motivation was not significantly related to any type of boredom attribution. Stepwise multiple regression analyses further suggested that the instrumental-desired career motivation acts more like the integrative/intrinsic motivation than the instrumental-social status motivation especially in relation to boredom arising from lack of meaning. The findings suggested a complicated pattern of links between motivation and boredom, offering theoretical and pedagogical implications for how to better address boredom in EFL learning.
Abstract
The present study explored the relationship between motivation and boredom attribution in learning English as a foreign language in Korea. Participants were university students majoring in the English language and literature. Ninety-one participants responded to a questionnaire probing their motivation and perceived boredom precursors in English learning. Motivation and perceived boredom precursors were operationalized by three motivational factors (integrative/intrinsic, instrumental-social status, instrumental-desired career) and two boredom precursors (being over-challenged, lack of meaning). Bivariate correlation analysis showed that lower integrative/intrinsic motivation and instrumental-desired career motivation were associated with greater boredom attribution to both types of precursors whereas the instrumental-social status motivation was not significantly related to any type of boredom attribution. Stepwise multiple regression analyses further suggested that the instrumental-desired career motivation acts more like the integrative/intrinsic motivation than the instrumental-social status motivation especially in relation to boredom arising from lack of meaning. The findings suggested a complicated pattern of links between motivation and boredom, offering theoretical and pedagogical implications for how to better address boredom in EFL learning.
참고문헌 (36)
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