Abstract
ABSTRACT Purpose: The study aims to determine the effect of various conversational topics on the dynamics of boredom within and between individuals in second language (L2) learning. It explores the moment-to-moment changes in boredom levels using an idiodynamic method. Design/Methodology/Approach: The study involved four intermediate-level university students engaging in conversations on four different topics. Participants self-rated their boredom levels after each conversation and participated in follow-up interviews to explain changes in their boredom. The idiodynamic method was applied to capture the dynamic changes in boredom. Findings: Results indicated that boredom levels fluctuate both within and between individuals based on conversational topics. Factors contributing to these fluctuations included interest in the topic, familiarity with the subject matter, and personal experiences. The study provided insights into how different conversational topics could influence learners' boredom and engagement levels dynamically. Originality/Value: This research contributes to the understanding of the dynamic nature of boredom in L2 learning by employing an innovative idiodynamic approach. It highlights the importance of topic selection in language teaching and offers practical recommendations for educators to enhance student engagement and reduce boredom in L2 classrooms.
Published Version
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