A Study On The Relationship Among Senior High School Students’ English Learning Boredom,Boredom Coping Strategies And English Performance

As a negative emotion that inhibits learning,boredom negatively affects second language acquisition as well as the stimulation of students’ learning motivation and maintenance.Researchers both domestically and internationally have been studying boredom and boredom coping strategies in second language acquisition more and more recently.However,only a small amount of research in the EFL context examines Chinese senior high school students’ boredom as the direct object of study,with the majority of studies investigating boredom as the indirect object of study.The research is based on the control-value theory and the emotion theory.This study examines the connections among senior high school students’ English learning boredom,their use of boredom coping strategies,and English performance based on previous studies.The research used a quantitative research method,taking 363 second-year high school students of a high school in Guangxi as the research objects,using questionnaires as research instruments to collect data in order to answer the following questions: 1.What is the boredom level of senior high school students’ English learning? 2.How are senior high school students’ English learning boredom coping strategies used? 3.What are the correlations among English learning boredom,boredom coping strategies and English performance? 4.Do boredom coping strategies play mediating roles between English learning boredom and English performance of high school students? If so,what is the mediating effect? In this study,the data were analyzed through SPSS 26.0,AMOS 28.0,and Process v3.3.The research results showed that: 1.Senior high school students had a low level of English learning boredom(M = 2.78).2.Senior high school students had a low but approaching the average use of boredom coping strategies(M = 3.30).3.English learning boredom had a significant,moderate,and positive correlation(r = 0.585)with the boredom coping strategies.There was a significant and negative correlation between English learning boredom and English performance(r =-0.343).Boredom coping strategies had a significant and negative correlation(r =-0.145)with English performance.4.Boredom coping strategies did have mediating effects between English learning boredom and English performance,and the mediating effects were 1.767.Since the direct effects of boredom on English performance were-10.480,and the total effects were-8.713,boredom coping strategies had suppressing effects between English learning boredom and English performance.Based on the findings,the control-value theory,and the emotion theory,the thesis puts forward some suggestions to help senior high school students reduce their boredom in English learning and correctly use their boredom coping strategies,and discusses the limitations of this research and suggestions for future research.