Conceptualizing and measuring foreign language reading boredom

Abstract

Despite the notable increase in studies on foreign language learning boredom, there has been scarce research on reading-specific boredom in foreign language learning. To systematically understand foreign language reading boredom (FLRB), this study drew on the Control-Value Theory of achievement emotions to develop and validate an FLRB scale using an exploratory sequential design across three waves of data collection among 1516 Chinese junior secondary school students learning English as a foreign language (EFL). Results revealed a high prevalence of reading boredom, with 93.750% of students reporting FLRB experiences. The newly developed and validated 14-item scale identified a four-factor structure: under-challenge reading boredom, over-challenge reading boredom, value-related reading boredom, and trait reading boredom. This study contributes to both theoretical understanding and practical applications of reading emotions, particularly for younger learners in secondary education contexts.