Foreign language learning boredom: Conceptualization and measurement

Abstract This article reports on a two-step investigation of foreign language learning boredom amongst Chinese university non-English-major EFL students and English teachers. In Study 1, 22 11 teachers were interviewed 659 responded to an open questionnaire, recalling describing their experiences perceptions in English. The data allowed multidimensional conceptualization Foreign Language Learning Boredom (FLLB), empirically supporting the control-value theory educational psychology. Based FLLB, 2, Scale (FLLBS) was developed. Through surveying 808 pilot 2,223 main study, 7-factor FLLBS with 32 items validated using exploratory confirmatory factor analyses as well further validity reliability analyses. It is argued that FLLB crucial addition emerging field languagelearning emotion research.