L2 listening boredom and enjoyment dynamics in EFL learning: Experimental insights via experience sampling method and dynamic structural equation modeling
19
Issued Date
2026-09-01
Resource Type
ISSN
00016918
eISSN
18736297
Scopus ID
2-s2.0-105045459987
Journal Title
Acta Psychologica
Volume
269
Rights Holder(s)
SCOPUS
Bibliographic Citation
Acta Psychologica Vol.269 (2026)
Suggested Citation
Solhi M., Elahi Shirvan M., Thumvichit A., Taherian T. L2 listening boredom and enjoyment dynamics in EFL learning: Experimental insights via experience sampling method and dynamic structural equation modeling. Acta Psychologica Vol.269 (2026). doi:10.1016/j.actpsy.2026.107519 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/118232
Title
L2 listening boredom and enjoyment dynamics in EFL learning: Experimental insights via experience sampling method and dynamic structural equation modeling
Author(s)
Corresponding Author(s)
Other Contributor(s)
Abstract
Although emotions in second or foreign language (L2) learning have received increasing attention, dynamic affective experiences associated with specific language skills such as L2 listening remain underexplored. Grounded in Pekrun's (2006) control-value theory (CVT) of achievement emotions, the present experimental study examined the effects of control-supportive and value-enhancing listening instruction on English as a Foreign Language (EFL) learners' listening boredom and enjoyment experiences. Forty-eight learners participated and were assigned to an experimental group (n = 23) and a control group (n = 25). Over eight 45-min sessions conducted across one month, learners in the experimental group engaged in listening tasks designed to enhance perceived control and task value, whereas the control group received teacher-directed and non-intervention listening instruction. An experience sampling method (ESM) design was employed to capture momentary fluctuations in L2 listening boredom and enjoyment. The resulting time-series data were analyzed using dynamic structural equation modeling (DSEM) to disentangle within-person emotional fluctuations from between-person differences over time. Overall, thelearners in the experimental group demonstrated significantly more adaptive emotional trajectories, characterized by reduced boredom and enhanced enjoyment across sessions, compared to their control-group counterparts. These results underscore the importance of perceived control and task value in shaping skill-specific emotional experiences and highlight the pedagogical potential of CVT-informed instructional design for fostering positive emotions in L2 listening classrooms.