Revisiting boredom in practical English language classes via exploratory structural equation modeling

Abstract

Recently research on boredom has gained momentum in the field of applied linguistics. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) have been used to validate the Boredom in Practical English Classes – Revised scale (BPELC-R). Yet, these techniques are not free from limitations. In order to address these limitations, exploratory structural equation modeling (ESEM) is strongly recommended. Comparing CFA and ESEM models (i.e., standard and bifactor CFA and standard ESEM and bifactor ESEM), the current study aimed to revisit the construct validity of BPELC-R. A total number of 549 English major students (161 females and 388 males) participated in the present investigation. On the whole, the findings demonstrated that CFA failed to provide acceptable fit indices and discriminant validity. However, ESEM (especially bifactor ESEM) offered a better assessment and representation of the construct validity of the BPELC-R scale. Limitations and implications of the study are also provided.