METHODS: To this end, 268 EFL learners participated to fill out the three scales namely, Teacher Support, Teacher-Student Rapport (T-SR), and learners\' Boredom Coping Strategies (BCS).
RESULTS: Using multiple regressions, the results revealed that there are constructive links between these concepts as they affect learners\' BCS, and both T-SR and teacher support were predictors of learners\' BCS while the better predictor was teacher support.
CONCLUSIONS: As a result, it can be assumed that these two elements can enhance the students\' BCS in language acquisition which ends in declining boredom. Additionally, this research may have further implications for the team members of language teaching in academic environments.
方法:为此,268名EFL学习者参与填写了三个量表,即教师支持,师生关系(T-SR),和学习者的无聊应对策略(BCS)。
结果:使用多元回归,结果表明,这些概念之间存在建设性的联系,因为它们会影响学习者的BCS,T-SR和教师支持都是学习者BCS的预测因子,而更好的预测因子是教师支持。
结论:因此,可以假设这两个元素可以增强学生的语言习得中的BCS,从而以减少无聊感结束。此外,这项研究可能对学术环境中语言教学的团队成员有进一步的启示。