10.30495/jntell.2023.1981206.1051

Foreign Language Learning Boredom among High School EFL Students of Zahedan: Its Relationship with Foreign Language Learning Enjoyment, and Foreign Language Classroom Anxiety

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  • Saher Ashrafinia1,
  • Mahdiya Afrashteh*1,
  • Nahid Afrashteh1,
  1. Department of English Language, Zahedan Branch, Islamic Azad University, Zahedan, Iran

Revised: 2023-02-26

Accepted: 2023-03-31

Published in Issue 2023-06-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Ashrafinia, S., Afrashteh, M., & Afrashteh, N. (2023). Foreign Language Learning Boredom among High School EFL Students of Zahedan: Its Relationship with Foreign Language Learning Enjoyment, and Foreign Language Classroom Anxiety. Journal of New Trends in English Language Learning (JNTELL), 2(2), 1-15. https://doi.org/10.30495/jntell.2023.1981206.1051
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Abstract

This study aimed to investigate the relationship between three foreign language learning emotions: foreign language
learning enjoyment, foreign language classroom anxiety, and foreign language learning boredom among high school
EFL students in Zahedan, Sistan and Baluchestan Province. In this research 200 male and female EFL learners were
selected as participants The sampling was done through convenience sampling. Three research instruments were
used as a questionnaire named short-form foreign language classroom anxiety scale, foreign language enjoyment
scale and foreign language learning boredom scale. In order to find the relationship between the defined variables,
multiple correlation was conducted. The findings revealed that the relationship between foreign language enjoyment
and foreign language boredom was negatively significant. Furthermore, the relationship between foreign language
anxiety and foreign language boredom was positively significant. Additionally, foreign language enjoyment and
foreign language anxiety had a negative relationship. The obtained results bear implications for education in general
and EFL instruction in particular.

Keywords

  • Foreign language learning enjoyment,
  • foreign language classroom anxiety,
  • foreign language learning boredom
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