EFL Learners’ Second Language Grit and Boredom in Contemporary Technology-Mediated Learning Contexts
DOI:
https://doi.org/10.59045/nalans.2026.97Keywords:
Boredom coping mechanisms (BCM), Emotion regulation, Mixed-methods research, L2 grit, SLAAbstract
Investigating the second language (L2) grit and boredom has become important because, these days, although AI-supported environments offer learners a variety of sources and feedback, the effective use of these technologies depends on students’ dedication, consistency, and emotional engagement in learning. Thus, the aim of the present study was to examine the relationship between English language learners’ grit and boredom coping strategies (BCS). To investigate the given aspects, the study adopted an explanatory sequential mixed-methods design. The study included 69 English preparatory school students at a state university. For the first part of the study, the participants completed the L2 grit and boredom coping strategies scales. It was found that L2 grit was moderately high, with perseverance of effort scoring higher than consistency of interest. The correlational and regression analyses showed significant positive correlations between L2 grit and all boredom coping mechanisms, including avoidance-based and adaptive responses. In the second phase, semi-structured interviews were conducted to investigate the perceptions of the participants. Thematic analysis revealed that participants held long-term dedication to language learning despite the momentary boredom they experienced. They also indicated that boredom is a typical classroom incident. It was found that learners used avoidance techniques to manage their emotions and maintain motivation when they are working on repetitive tasks. The results indicate that L2 grit depends on circumstances rather than being a fixed inclination. The study carries implications for language classes to encourage motivation and emotional flexibility.
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