Abstract
ABSTRACT This study investigates the influence of foreign language boredom (FLB) on various dimensions of learner engagement mitigated by the application of boredom-coping strategies (BCSs). It also examines the role of foreign language playfulness (FLP) as a moderator in the relationship between BCSs and learner engagement to determine whether FLP amplifies the impact of BCSs as well as the indirect effect, via BCSs, of FLB on engagement. Data were collected from 457 university learners in general English courses offered in three Iranian universities. To evaluate our model, we used partial least square structural equation modelling (PLS-SEM). Results suggest that FLB can indirectly influence engagement positively or negatively depending on the use of different BCSs (approach vs. avoidance strategies). Furthermore, FLP strengthened the link between BCSs and engagement along with the indirect link between FLB and engagement via BCSs; these links were stronger for participants with a higher level of FLP. The theoretical and pedagogical implications of the research are discussed.
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