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Students' boredom in English language classes: Voices from Saudi Arabia
16 references·0 citing·43 second hop
Students' boredom in English language classes: Voices from Saudi Arabia (2023)Students' boredom in English language cla…Foreign language learning boredom: Conceptualization and measurement (2021)Foreign language learning bor…A Control–Value Theory Approach to Boredom in English Classes Among University Students in China (2021)A Control–Value Theory Approa…Investigating factors responsible for boredom in English classes: The case of advanced learners (2020)Investigating factors respons…Engaging Language Learners in Contemporary Classrooms (2020)Engaging Language Learners in…An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital (2020)An Exploration of Language Te…Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019)Towards a better understandin…Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis (2015)Evaluating the Relationship B…International Handbook of Emotions in Education (2014)International Handbook of Emo…Grammar Teaching and Learning in L2: Necessary, but Boring? (2011)Grammar Teaching and Learning…What to do when feeling bored? (2010)What to do when feeling bored?Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. (2010)Boredom in achievement settin…Ability grouping of gifted students: Effects on academic self‐concept and boredom (2010)Ability grouping of gifted st…Adult learners’ emotions in online learning (2008)Adult learners’ emotions in o…A Motivational Perspective on Engagement and Disaffection (2008)A Motivational Perspective on…The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)The Control-Value Theory of A…Boredom in the Middle School Years: Blaming Schools versus Blaming Students (1991)Boredom in the Middle School …A circumplex model of affect. (1980)Operating Characteristics of a Rank Correlation Test for Publication Bias (1994)Common method biases in behavioral research: A critical review of the literature and recommended remedies. (2003)Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021)Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? (2022)An Inventory for Measuring Depression (1961)Beyond boredom and anxiety (1975)Emotion Work, Feeling Rules, and Social Structure (1979)Toward a psychology of positive youth development. (2000)Development of Achievement Motivation (2007)An attributional theory of achievement motivation and emotion. (1985)Structural equation modeling with AMOS: basic concepts, applications, and programming (2000)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. 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Anxiety and enjoyment in the foreign language classroom (2014)Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale (2018)Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021)The Development and Validation of the Short Form of the Foreign Language Enjoyment Scale (2021)Flourish: a visionary new understanding of happiness and well-being (2011)A Concise Introduction to Mixed Methods Research (2021)Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language (2022)Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021)Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021)Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning (2021)A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)? 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References

  • 2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice6,599 cited
  • 2008A Motivational Perspective on Engagement and Disaffection1,905 cited
  • 2014International Handbook of Emotions in Education1,706 cited
  • 2010Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.1,329 cited
  • 2020Engaging Language Learners in Contemporary Classrooms526 cited
  • 1991Boredom in the Middle School Years: Blaming Schools versus Blaming Students457 cited
  • 2015Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis384 cited
  • 2019Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System383 cited
  • 2021Foreign language learning boredom: Conceptualization and measurement328 cited
  • 2021A Control–Value Theory Approach to Boredom in English Classes Among University Students in China283 cited
  • 2020Investigating factors responsible for boredom in English classes: The case of advanced learners269 cited
  • 2008Adult learners’ emotions in online learning234 cited
  • 2010What to do when feeling bored?203 cited
  • 2020An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital

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187 cited
  • 2010Ability grouping of gifted students: Effects on academic self‐concept and boredom183 cited
  • 2011Grammar Teaching and Learning in L2: Necessary, but Boring?182 cited
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