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<p>The current study explores the relationships between EFL learners’ classroom boredom and engagement in both emergency remote teaching (ERT) and offline teaching. Convenience sampling was adopted and three speaking classes (<i>N</i> = 79) of EFL learners participated in the study. Data collection used self-report questionnaires and was conducted twice (ERT and offline) spreading over 2&#xa0;months. Major findings indicate that: (1) learners exhibited a moderate level of boredom in the ERT, while in offline teaching, learners displayed a low level of boredom; learners reported high levels of engagement in both ERT and offline teaching; (2) learners reported lower levels of engagement in the ERT; (3) boredom significantly negatively correlated with engagement in both ERT and offline teaching; and (4) boredom significantly negatively predicted engagement in both teaching. Interestingly, though learners were more prone to boredom in the ERT, they tried to engage in class activities.</p>

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Exploring the relationships between EFL learners’ classroom boredom and engagement in emergency remote teaching and offline teaching

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月17日

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  • Kexin Xu,
  • Lin He,
  • Jing Wang

摘要

The current study explores the relationships between EFL learners’ classroom boredom and engagement in both emergency remote teaching (ERT) and offline teaching. Convenience sampling was adopted and three speaking classes (N = 79) of EFL learners participated in the study. Data collection used self-report questionnaires and was conducted twice (ERT and offline) spreading over 2 months. Major findings indicate that: (1) learners exhibited a moderate level of boredom in the ERT, while in offline teaching, learners displayed a low level of boredom; learners reported high levels of engagement in both ERT and offline teaching; (2) learners reported lower levels of engagement in the ERT; (3) boredom significantly negatively correlated with engagement in both ERT and offline teaching; and (4) boredom significantly negatively predicted engagement in both teaching. Interestingly, though learners were more prone to boredom in the ERT, they tried to engage in class activities.