Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies

SOLHİ M., Derakhshan A., Pawlak M., Ünsal-Görkemoğlu B.

Language Teaching Research, 2024 (SSCI) identifier

  • Publication Type: Article / Article
  • Publication Date: 2024
  • Doi Number: 10.1177/13621688241239178
  • Journal Name: Language Teaching Research
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, DIALNET
  • Keywords: boredom coping strategies, L2 writing boredom, L2 writing motivation
  • Istanbul Medipol University Affiliated: Yes


This study set out to scrutinize the interplay between 338 (218 male and 120 female) English as a second or foreign language learners’ second language writing boredom (L2WB) and boredom coping strategies, along with the mediating role of second language writing motivation (L2WM). Structural equation modeling (SEM) analysis indicated that L2WB is negatively associated with L2WM in writing classes. Results also revealed a negative relationship between L2WB and cognitive as well as behavioral approaches to coping with boredom in second language (L2) writing practices. In addition, L2WM was positively predictive of cognitive approach strategy while being negatively predictive of cognitive avoidance strategy in coping with boredom. Results also showed significant indirect effects of L2WB on both cognitive-oriented strategies (i.e. cognitive approach strategy and cognitive avoidance strategy) via L2WM. The implications for L2 teachers, teacher educators, and materials developers are discussed.