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<p>The dynamic and reciprocal nature of boredom and motivation in L2 classrooms remains underexplored and little is known about how L2 teachers’ perceived boredom (PTB), foreign language learning boredom (FLB), and L2 writing motivation (WM) evolve within and across individuals over time, particularly from a dynamic systems perspective. A total of 264 English as a foreign language (EFL) learners and 21 teachers participated, and data were collected using a 10-day experience sampling approach. We specifically examined three feedback loops—PTB-FLB, FLB-WM, and PTB-WM. Dynamic structural equation modeling revealed significant positive cross-lagged and feedback effects between the variables, supporting self-perpetuating PTB-FLB and FLB-WM feedback loops which mutually reinforce each other in the same and opposite directions, respectively. Results also indicated a negative unidirectional loop between PTB and WM, revealing that higher PTB decreases subsequent WM. However, the non-significant WM-PTB suggests WM does not predict subsequent PTB. Thus, unlike the PTB-FLB and FLB-WM loops, the PTB-WM interaction does not form a reciprocal feedback loop. The study concludes with pedagogical recommendations.</p>

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A dynamic bidirectional system of perceived teacher boredom, language learners’ boredom, and L2 writing motivation: a feedback loop system

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月9日

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  • Mehdi Solhi,
  • Majid Elahi Shirvan,
  • Tahereh Taherian

摘要

The dynamic and reciprocal nature of boredom and motivation in L2 classrooms remains underexplored and little is known about how L2 teachers’ perceived boredom (PTB), foreign language learning boredom (FLB), and L2 writing motivation (WM) evolve within and across individuals over time, particularly from a dynamic systems perspective. A total of 264 English as a foreign language (EFL) learners and 21 teachers participated, and data were collected using a 10-day experience sampling approach. We specifically examined three feedback loops—PTB-FLB, FLB-WM, and PTB-WM. Dynamic structural equation modeling revealed significant positive cross-lagged and feedback effects between the variables, supporting self-perpetuating PTB-FLB and FLB-WM feedback loops which mutually reinforce each other in the same and opposite directions, respectively. Results also indicated a negative unidirectional loop between PTB and WM, revealing that higher PTB decreases subsequent WM. However, the non-significant WM-PTB suggests WM does not predict subsequent PTB. Thus, unlike the PTB-FLB and FLB-WM loops, the PTB-WM interaction does not form a reciprocal feedback loop. The study concludes with pedagogical recommendations.