Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic

Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-1...

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Published inCurrent psychology (New Brunswick, N.J.) Vol. 43; no. 13; pp. 12144 - 12158
Main Author Wang, Yongliang
Format Journal Article
LanguageEnglish
Published New York Springer US 01.04.2024
Springer
Springer Nature B.V
Subjects
Behavioral Science and Psychology
Boredom
China
Chinese languages
COVID-19
Educational aspects
English as a second language
English as a second language instruction
English teachers
Epidemics
Online education
Online instruction
Pandemics
Psychological aspects
Psychology
Second language teachers
Social Sciences
Study and teaching
Teachers
Technology application
China
COVID-19 pandemic
Chinese EFL Teachers
Online instruction
Teacher boredom
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Abstract Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-19 pandemic. Against this shortcoming, this study examined the causes of and solutions to teacher boredom experienced by 216 Chinese EFL teachers, including both genders with their ages ranging from 19 to 58. In so doing, the researcher used maximum variation sampling to gather the data via an open-ended questionnaire and semi-structured interviews. The gleaned data were then thematically analyzed by MAXQDA (Version 2020) whose results indicated that most participants consider the online mode of delivery more boring than the face-to-face mode. Additionally, the findings demonstrated that both the antecedents of and the solutions to teacher boredom come under the macro-categories of student-related, task-related, IT-related , and teacher-related factors and solutions. Out of these, IT - related factors and teacher-related solutions were the most frequently raised themes extracted from the data. The study presents some practical implications and directions for future research.
AbstractList Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-19 pandemic. Against this shortcoming, this study examined the causes of and solutions to teacher boredom experienced by 216 Chinese EFL teachers, including both genders with their ages ranging from 19 to 58. In so doing, the researcher used maximum variation sampling to gather the data via an open-ended questionnaire and semi-structured interviews. The gleaned data were then thematically analyzed by MAXQDA (Version 2020) whose results indicated that most participants consider the online mode of delivery more boring than the face-to-face mode. Additionally, the findings demonstrated that both the antecedents of and the solutions to teacher boredom come under the macro-categories of , and factors and solutions. Out of these, IT related factors and teacher-related solutions were the most frequently raised themes extracted from the data. The study presents some practical implications and directions for future research.
Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-19 pandemic. Against this shortcoming, this study examined the causes of and solutions to teacher boredom experienced by 216 Chinese EFL teachers, including both genders with their ages ranging from 19 to 58. In so doing, the researcher used maximum variation sampling to gather the data via an open-ended questionnaire and semi-structured interviews. The gleaned data were then thematically analyzed by MAXQDA (Version 2020) whose results indicated that most participants consider the online mode of delivery more boring than the face-to-face mode. Additionally, the findings demonstrated that both the antecedents of and the solutions to teacher boredom come under the macro-categories of student-related, task-related, IT-related, and teacher-related factors and solutions. Out of these, IT-related factors and teacher-related solutions were the most frequently raised themes extracted from the data. The study presents some practical implications and directions for future research.
Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-19 pandemic. Against this shortcoming, this study examined the causes of and solutions to teacher boredom experienced by 216 Chinese EFL teachers, including both genders with their ages ranging from 19 to 58. In so doing, the researcher used maximum variation sampling to gather the data via an open-ended questionnaire and semi-structured interviews. The gleaned data were then thematically analyzed by MAXQDA (Version 2020) whose results indicated that most participants consider the online mode of delivery more boring than the face-to-face mode. Additionally, the findings demonstrated that both the antecedents of and the solutions to teacher boredom come under the macro-categories of student-related, task-related, IT-related , and teacher-related factors and solutions. Out of these, IT - related factors and teacher-related solutions were the most frequently raised themes extracted from the data. The study presents some practical implications and directions for future research.
Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-19 pandemic. Against this shortcoming, this study examined the causes of and solutions to teacher boredom experienced by 216 Chinese EFL teachers, including both genders with their ages ranging from 19 to 58. In so doing, the researcher used maximum variation sampling to gather the data via an open-ended questionnaire and semi-structured interviews. The gleaned data were then thematically analyzed by MAXQDA (Version 2020) whose results indicated that most participants consider the online mode of delivery more boring than the face-to-face mode. Additionally, the findings demonstrated that both the antecedents of and the solutions to teacher boredom come under the macro-categories of student-related, task-related, IT-related, and teacher-related factors and solutions. Out of these, IT-related factors and teacher-related solutions were the most frequently raised themes extracted from the data. The study presents some practical implications and directions for future research.Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-19 pandemic. Against this shortcoming, this study examined the causes of and solutions to teacher boredom experienced by 216 Chinese EFL teachers, including both genders with their ages ranging from 19 to 58. In so doing, the researcher used maximum variation sampling to gather the data via an open-ended questionnaire and semi-structured interviews. The gleaned data were then thematically analyzed by MAXQDA (Version 2020) whose results indicated that most participants consider the online mode of delivery more boring than the face-to-face mode. Additionally, the findings demonstrated that both the antecedents of and the solutions to teacher boredom come under the macro-categories of student-related, task-related, IT-related, and teacher-related factors and solutions. Out of these, IT-related factors and teacher-related solutions were the most frequently raised themes extracted from the data. The study presents some practical implications and directions for future research.
Audience Academic
Author Wang, Yongliang
Author_xml – sequence: 1
  givenname: Yongliang
  orcidid: 0000-0002-4672-8481
  surname: Wang
  fullname: Wang, Yongliang
  email: Godfreyeducation@163.com
  organization: School of Foreign Languages and Cultures, Nanjing Normal University
BackLink https://www.ncbi.nlm.nih.gov/pubmed/36684453$$D View this record in MEDLINE/PubMed
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Issue 13
Keywords COVID-19 pandemic
Chinese EFL Teachers
Online instruction
Teacher boredom
Language English
License The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
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Snippet Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive...
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StartPage 12144
SubjectTerms Behavioral Science and Psychology
Boredom
China
Chinese languages
COVID-19
Educational aspects
English as a second language
English as a second language instruction
English teachers
Epidemics
Online education
Online instruction
Pandemics
Psychological aspects
Psychology
Second language teachers
Social Sciences
Study and teaching
Teachers
Technology application
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Title Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic
URI https://link.springer.com/article/10.1007/s12144-022-04223-3
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Volume 43
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