MINI REVIEW article
Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1641256
This article is part of the Research TopicCulture and Emotion in Educational Dynamics - Volume IVView all 12 articles
Factor Structure of Teacher-related Boredom in EFL classroom: A Mini Literature Review
Provisionally accepted
Fang Liu*
Hyonsuk Cho- University of North Dakota, Grand Forks, United States
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The attention of researchers in the field of second language acquisition has been drawn to boredom, which was considered as one of the most prevalent and distressing emotions. However, studies delving into the teacher-related foreign language boredom are few. Recognizing the significant role of teachers in foreign language education, we aimed to identify the sources and factor structure of teacher-related boredom through a literature review. Drawing on a review of existing literature and Control-Value Theory, five teacher-related factors are identified using both inductive and deductive approaches: teacher controlling teaching, teacher emotional support, teacher-student rapport, teacher feedback, and teacher burnout. A deeper understanding of teacher-related boredom in EFL classrooms can help researchers and educators in the field of second language acquisition gain valuable insights into its contributing factors, inform instructional practices, and improve learner engagement and outcomes.
Keywords: teacher-related boredom, factor structure, literature review, EFL, emotion
Received: 12 Jun 2025; Accepted: 06 Aug 2025.
Copyright: © 2025 Liu and Cho. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Fang Liu, University of North Dakota, Grand Forks, United States
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