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Does Blended Learning Bring about Less Boredom to EFL Teachers?

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Title: Does Blended Learning Bring about Less Boredom to EFL Teachers?
Language: English
Authors: Farzaneh Kazemi (ORCID 0009-0003-2332-2301), Farnaz Heyran Kahnamuei (ORCID 0009-0009-7100-327X)
Source: Technology in Language Teaching & Learning. 2025 7(3).
Availability: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/tltl
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Blended Learning, English (Second Language), Second Language Learning, Second Language Instruction, Learner Engagement, Learning Motivation, Language Teachers, Educational Quality, Teacher Attitudes, Teaching Load, Rating Scales, Creativity, Job Satisfaction, Comparative Analysis, Conventional Instruction, Foreign Countries
Geographic Terms: Iran
ISSN: 2652-1687
Abstract: Considering the growing prevalence of the implementation of technology in the field of language education, the widely used approach called "blended Learning", defined as a mixture of face-to-face education with computer-assisted instruction is reported to be beneficial in several aspects such as improved performance, a high-quality English learning context, and better performance in the integrated skills of the English language. However, a number of shortcomings, such as a greater load of responsibility, and the lack of familiarity with modern learning methods have also been reported in the literature. Taking the pivotal, yet underestimated role of teacher boredom in education quality, the study set out to explore whether this approach, as compared to traditional ones, brings about more boredom among EFL teachers. With the inclusion of 78 EFL teachers, the research used a questionnaire developed by Kruk et al., (2024), named the "L2 teacher boredom scale", distributed via a Google Forms link. The scale involves five main factors, being "(F1) repetitiveness and monotony, (F2) inefficient communication, (F3) lack of satisfaction, (F4) lack of creativity, and (F5) lack of interest". The answers provided by participants comparing boredom in traditional versus blended teaching methods revealed that there is a statistically significant relationship between the use of blended teaching and teachers' boredom, in terms of all factors concerned. Moreover, repeated measures ANOVA as used to investigate the effect of demographic features on the level of boredom, and no statistically significant effect was observed. Considering the over-reliance of current teaching and educational systems on technology, the study is believed to provide practical pedagogical implications for stakeholders in education, e.g., ongoing professional development, participatory instructional design, balanced curriculum structure, and monitoring emotional well-being.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479797
Database: ERIC
FullText Text:
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  Data: Does Blended Learning Bring about Less Boredom to EFL Teachers?
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  Data: <searchLink fieldCode="AR" term="%22Farzaneh+Kazemi%22">Farzaneh Kazemi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-2332-2301">0009-0003-2332-2301</externalLink>)<br /><searchLink fieldCode="AR" term="%22Farnaz+Heyran+Kahnamuei%22">Farnaz Heyran Kahnamuei</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-7100-327X">0009-0009-7100-327X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Technology+in+Language+Teaching+%26+Learning%22"><i>Technology in Language Teaching & Learning</i></searchLink>. 2025 7(3).
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  Data: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/tltl
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  Data: 21
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  Data: <searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Load%22">Teaching Load</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 2652-1687
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Considering the growing prevalence of the implementation of technology in the field of language education, the widely used approach called "blended Learning", defined as a mixture of face-to-face education with computer-assisted instruction is reported to be beneficial in several aspects such as improved performance, a high-quality English learning context, and better performance in the integrated skills of the English language. However, a number of shortcomings, such as a greater load of responsibility, and the lack of familiarity with modern learning methods have also been reported in the literature. Taking the pivotal, yet underestimated role of teacher boredom in education quality, the study set out to explore whether this approach, as compared to traditional ones, brings about more boredom among EFL teachers. With the inclusion of 78 EFL teachers, the research used a questionnaire developed by Kruk et al., (2024), named the "L2 teacher boredom scale", distributed via a Google Forms link. The scale involves five main factors, being "(F1) repetitiveness and monotony, (F2) inefficient communication, (F3) lack of satisfaction, (F4) lack of creativity, and (F5) lack of interest". The answers provided by participants comparing boredom in traditional versus blended teaching methods revealed that there is a statistically significant relationship between the use of blended teaching and teachers' boredom, in terms of all factors concerned. Moreover, repeated measures ANOVA as used to investigate the effect of demographic features on the level of boredom, and no statistically significant effect was observed. Considering the over-reliance of current teaching and educational systems on technology, the study is believed to provide practical pedagogical implications for stakeholders in education, e.g., ongoing professional development, participatory instructional design, balanced curriculum structure, and monitoring emotional well-being.
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  Data: EJ1479797
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1479797
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teaching Load
        Type: general
      – SubjectFull: Rating Scales
        Type: general
      – SubjectFull: Creativity
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      – SubjectFull: Job Satisfaction
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Conventional Instruction
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Iran
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      – TitleFull: Does Blended Learning Bring about Less Boredom to EFL Teachers?
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            NameFull: Farnaz Heyran Kahnamuei
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