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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): 38-42
DOI: 10.18178/IJLLL.2025.11.1.571

The Effects of Discipline and Proficiency on English Learning Boredom of Chinese L2 Learners

Wan Liu and Yi Zhang*
School of Foreign Studies, Northwestern Polytechnical University, Xi’an, Shaanxi, China
Email: yizhang@nwpu.edu.cn (Y.Z.)
*Corresponding author

Manuscript received September 12, 2024; revised November 17, 2024; accepted December 26, 2024; published February 28, 2025.

Abstract—Emotions are intimately involved in every aspect of the learning process. In the field of SLA, the current researchers have given much attention to emotions such as anxiety, enjoyment, or interest while studying foreign language learning boredom is still in its infancy. This study aims to investigate the effects of discipline and proficiency on English Learning Boredom (ELB) among Chinese L2 learners. The results revealed that the total average score of ELB was 2.81, showing a medium level of boredom. English major students and non-English major students have similar levels of boredom. Among English major students, students with a higher proficiency in English may experience more boredom compared to those with a middle or low proficiency level. For non-English major students, there is an inverse relationship between proficiency level and boredom. Reasons for the result and pedagogical implications are also discussed.

Keywords—discipline, proficiency, English learning boredom, Chinese L2 learners

Cite: Wan Liu and Yi Zhang, "The Effects of Discipline and Proficiency on English Learning Boredom of Chinese L2 Learners," International Journal of Languages, Literature and Linguistics, vol. 11, no. 1, pp. 38-42, 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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