Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment

Abstract

The aim of this study was to test a model of second language (L2) boredom based on coping self-efficacy (CSE), foreign language enjoyment (FLE), and mindfulness among English as a foreign language (EFL) learners. In so doing, 456 EFL learners from Iran took part in this study by completing an online survey which included scales tapping into the four latent constructs under investigation. Two-step structural equation modelling was utilized to analyse the data and examine the associations among the constructs. Results revealed that CSE and mindfulness positively affected FLE. Also, FLE was a direct negative predictor of L2 boredom. Concerning the mediation hypotheses, FLE was found to fully mediate the effect of mindfulness on boredom. However, FLE was a partial mediator between CSE and boredom. These findings provide a basis for important implications for L2 research and practice.