PDF(Pubmed)
Abstract：
BACKGROUND: A significant issue in the language education context is examining the coping strategies that learners apply to combat boredom in the class environment. As a significant contextual element affecting different dimensions of learners\' acquisition, teacher support in general education has been extensively studied but widely neglected in the English as a Foreign Language (EFL) setting. Also, having a relationship with a teacher can help a learner cope better with school challenges as the teacher can act as a reference for the learner.
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.
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.
摘要：
背景：语言教育环境中的一个重要问题是研究学习者在课堂环境中应对无聊的应对策略。作为影响学习者习得不同维度的重要语境元素，普通教育中的教师支持已被广泛研究，但在英语作为外语（EFL）设置中被广泛忽略。此外，与老师建立关系可以帮助学习者更好地应对学校的挑战，因为老师可以作为学习者的参考。
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。
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。
