Book review: Boredom in the foreign language classroom: A micro-perspective

the handful of empirical studies on boredom as an indirect or direct object in L2 learning and teaching. The former is referred to as "a by-product of examining other aspects of L2 instruction (e.g., authentic materials, grammar teaching, demotivation)" (p. 20), while the latter addresses boredom directly with respect to its types, causes, consequences, fluctuations, coping strategies, and intricate relationships with other individual factors. Chapter 3 summarizes the methodological foundations of the project performed by the authors in the Polish educational setting and gives a very in-depth introduction to the aims of the research project, its research design, data collection, analysis, and the different instruments applied to examine the dynamic characteristics of boredom and factors contributing to two groups of Polish English majors' experience of this unpleasant emotion. Chapter 4 outlines a detailed presentation and discussion of the findings of the research project intended to explore the ups and downs as well as impact factors of boredom in two regularly-scheduled integrated skill English classes taught to two groups of final-year undergraduates majoring in English in a Polish university. Statistical analysis revealed that not only did the boredom levels vary significantly in two classes, but they also tended to fluctuate within the tasks and activities a single class included or within individual students. Additionally, there was a mismatch of the fluctuations in boredom levels between individual students and the average group data. The authors argued for this phenomenon that self-reported individual boredom variations may sometimes deviate from general patterns due to the combined action of innumerable internal and external factors. Besides, the results also showed individual and contextual factors conspiring to the variations in boredom levels, including classes and language activities, non-language related issues and other courses. Finally, a number of limitations, conclusions, and pedagogical implications are offered (Chapter 5).The monograph has manifold merits. First, it offers a systematic and detailed overview of boredom from both the theoretical and empirical perspectives, which has revealed the complexities and multidimensionality of boredom. For instance, the authors introduce a variety of definitions, sub-types and antecedents of boredom in Chapter 1, then present the practice of applying the theoretical framework of boredom in educational psychology, L2 learning and teaching. It could be favourable for readers to have more in-depth insights into the conceptualization and characteristics of boredom. Secondly, the research project in this monograph approaches boredom is in the spirit of the micro-perspective that puts a considerable emphasis on multiple sources of quantitative and qualitative data (e.g., a background questionnaire, self-ratings on the boredom grid of 5-minute intervals, a semantic differential scale, a semi-structured interview, students' narratives, and lessons plans with annotations), and thus uncovers both individual trajectories and general patterns. Due to most existing studies are mainly based on quantitative designs involving large samples of participants in L2 learning and teaching, such an innovative micro-perspective could be more reliable than using only either quantitative or qualitative method and may offer the opportunity for readers to gain a profound insight into the fluctuations, causes and complex interplay with other variables of this so pervasive and distressing emotion in specific points in time. And the results obtained from this nuanced and comprehensive perspective could be conducive to teachers' after-class reflection.Unfortunately, this monograph is not without pities. First, the link between the theoretical underpinnings and the research project could be strengthened. For instance, although the previous two chapters offered a comprehensive review of typology and models intended to clarify the nature of boredom, the findings of identified types and causes of boredom in the project fail to pay much attention to relate those to the models highlighted earlier. Secondly, it would be good to extend the time span. The project investigated the changes of boredom by drawing on data from two 90-minute lessons just presenting a snapshot of L2 teaching.Studies spanning a whole semester might be undertaken to delve deeper into the thorough description and dynamic development of boredom. Thirdly, because participants had to respond to the regular beeps in a single class, which may change the ways the related activities proceed as planned. The collected self-ratings data on the boredom grid of 5-minute intervals might be affected.All in all, this monograph, through an extensive review of the theoretical framework and empirical researches on the much overlooked boredom in a logical manner as well as the valuable findings of a research project implemented in a specific context, offers a timely addition to the emerging field of boredom in L2 learning and teaching, provides more food for thoughts and will be an essential resource and a very thought-provoking reference for both L2 teachers and researchers who are dedicated to tapping into the dynamic experience and prevention of boredom.

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