Volume 2, Issue 2 (July 2025)
JCALS 2025, 2(2): 75-106 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Vafaei Ghahremanloo S, Elahi Shirvan M, Robatjazi M A. From Potential to Practice: A Critical Examination of Affordances for Mitigating Boredom in Second Language Classrooms. JCALS 2025; 2 (2) : 4
URL: http://cals.gonbad.ac.ir/article-1-67-en.html
URL: http://cals.gonbad.ac.ir/article-1-67-en.html
University of Bojnord
Abstract: (33 Views)
While certain investigations have explored boredom in foreign language students, there remains a void in research addressing the possible affordances for alleviating foreign language boredom (FLB) inside the classroom's immediate environment, the prerequisites for realizing these affordances, and the role of instructors in cultivating them—especially via a critical framework that scrutinizes organizational barriers. To address this shortfall, adopting a critical ecological viewpoint, the research aimed to explore how various potential affordances for diminishing FLB are brought to fruition in a foreign language class, drawing upon the modern social science hermeneutics approach. Subsequently, the study endeavored to produce precise understandings of the situational dynamics in realizing these affordances for mitigating FLB in the classroom's micro-environment. Information was gathered through semi-structured interviews with a purposefully selected EFL instructor, supplemented by direct classroom observations. Results indicated that not every potential affordance for mitigating FLB is employed within the classroom setting, with only a limited few being transformed into actualized ones, frequently obstructed by rules in institutions that limit language education in rigid boundaries. The evidence also showed that harmony or discord between institutional guidelines and the teacher's viewpoint profoundly influences the actualization of these affordances. Moreover, educators can shape these affordances through their personal agency, leveraging their extensive academic training and prior instructional history to promote heightened awareness and anti-dominant strategies. These results were analyzed in the context of wider ramifications innovative approaches in language teaching.
Article number: 4
Keywords: foreign language boredom, affordances, perceived affordances, utilized affordances, shaped affordances
Type of Study: Research |
Subject:
General
Received: 2025/05/1 | Accepted: 2025/06/1 | Published: 2025/07/1
Received: 2025/05/1 | Accepted: 2025/06/1 | Published: 2025/07/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
