Exploration of Students’ Boredom in English Learning Reviewed from A Gender Perspective
DOI:
https://doi.org/10.58879/ijcep.v5i3.119Kata Kunci:
Exploration of Students’ Boredom, English Learning, Gender PerspectiveAbstrak
Academic boredom in second language acquisition is increasingly recognized as a significant affective barrier that impairs student attention, engagement, and communicative performance. However, empirical investigations examining how L2 boredom manifests across different psychological dimensions and gender groups in non-metropolitan secondary education remain limited. To address this gap, this study investigated the overall levels, dominant dimensions, and gender-based disparities of academic boredom among EFL senior high school students in Sungai Penuh, Jambi, Indonesia. Grounded in Pekrun’s Control-Value Theory, a quantitative exploratory survey design was employed involving 237 students (113 males, 124 females) across Grades 10 to 12. Data were collected using the translated and psychometrically validated Academic Boredom Survey Instrument (ABSI), measuring Boredom Proneness (trait), Class-Related (state), and Study-Related (state). Descriptive analyses revealed a high overall level of composite academic boredom (Mean = 3.42, SD = 0.61), with Class-Related emerging as the primary catalyst of disengagement (Mean = 3.68), followed by Study-Related (Mean = 3.35) and Boredom Proneness (Mean = 3.23). Inferential independent samples t-tests demonstrated that male students experienced significantly higher levels of overall, class-related, and study-related state boredom than female students (p < 0.05, d = 0.492), whereas no statistically significant gender difference was observed in dispositional trait boredom proneness (p = 0.054). These findings indicate that L2 boredom in regional high schools is predominantly a context-dependent state driven by uninspiring instructional routines rather than an innate learner trait, highlighting the urgent need for gender-responsive, interactive, and emotion-aware pedagogical practices.
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Hak Cipta (c) 2025 Deny Ferdiansah, Nora Anjelina, Dedi Sastradika, Dayang Nurfaizah, Ahmadi Tresno
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