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    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
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    • DOI: 10.18178/IJLLL
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HOME > Archives > 2025 > Volume 11 Number 1 (2025) >
IJLLL 2025 Vol.11(1): 24-28
DOI: 10.18178/IJLLL.2025.11.1.568

The Effect of Foreign Language Boredom on Willingness to Communicate in Classroom

Jiaqi Hu and Yi Zhang*
School of Foreign Studies, Northwestern Polytechnical University, Xian, China
Email: hujq27@163.com (J.Q.H.); yizhang@nwpu.edu.cn (Y.Z.)
*Corresponding author

Manuscript received September 4, 2024, revised November 19, 2024; accepted December 25, 2024; published February 28, 2025.

Abstract—To explore the general situation of Foreign Language Boredom (FLB) and Willingness to Communicate (WTC) in classroom as well as the relationship between the two factors, this research was conducted with 45 non-English major students at the intact university varying from different grades. Based on the analysis of the questionnaire and semi-structured interview results, this study found that despite the lack of obvious differences, activity-induced boredom, followed by teacher-induced and student-induced boredom, may have a major effect on how they learn. In terms of WTC in English, it appeared that the average level of students’ WTC is not particularly high. As grades rise, WTC in class will fall for various reasons, including repetitious task modes, more distinct self-perceived aims, and individual characteristics. According to qualitative analysis of interview data, lower-grade students may manipulate environmental factors to reduce the sense of boredom, and enhance their engagement in class. In contrast, higher-grade students have a self-sufficient learning style that has developed over time and see less of an impact from FLB on their WTC.

Keywords—Foreign Language Boredom (FLB), Non-English major students, silence in class, willingness to communicate

Cite: Jiaqi Hu and Yi Zhang, "The Effect of Foreign Language Boredom on Willingness to Communicate in Classroom," International Journal of Languages, Literature and Linguistics, vol. 11, no. 1, pp. 24-28, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

 
 

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