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Nothing Ventured, Nothing Gained: The Impact of Enjoyment and Boredom on Willingness to Communicate in Online Foreign Language Classrooms

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Title: Nothing Ventured, Nothing Gained: The Impact of Enjoyment and Boredom on Willingness to Communicate in Online Foreign Language Classrooms
Language: English
Authors: Nazila Fattahi, Faramarz Ebn-Abbasi (ORCID 0000-0002-2323-2539), Elouise Botes (ORCID 0000-0003-4952-8386), Musa Nushi (ORCID 0000-0003-1917-5372)
Source: Language Teaching Research. 2026 30(5):2526-2547.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, English (Second Language), Second Language Learning, Emotional Response, Affective Behavior, Psychological Patterns, Communication (Thought Transfer), Student Attitudes, Readiness, Intention, Virtual Classrooms, Electronic Learning, Online Courses
Geographic Terms: Iran (Tehran)
DOI: 10.1177/13621688231194286
ISSN: 1362-1688
1477-0954
Abstract: Although the role of emotions in willingness to communicate (WTC) of learners of English as a foreign language (EFL) has triggered abundant research in traditional, in-person language classes, little is known about how these emotions affect learners' communication behavior in online classrooms. Adopting a mixed-method design, the present study investigated the effect of foreign language boredom (FLB) and foreign language enjoyment (FLE) on EFL learners' L2 WTC in online classrooms. The data gathered through an online survey from 469 EFL learners were analysed through multiple linear regression, dominance analysis, and mediation analysis. The findings revealed that FLB had a considerably strong effect on L2 WTC, although this effect was to some extent diminished by FLE, FLB overshadowed learners' online learning experience. To gain a deeper understanding of the relationship among these variables, qualitative data was gathered from 20 participants through semi-structured interviews. The findings further supported the quantitative data and suggested that the learners believed the problems they faced in online classrooms led to boredom and discouraged them from engaging in communication. The findings are discussed in terms of implications for teachers to improve the experience of online English education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508025
Database: ERIC
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  Data: Nothing Ventured, Nothing Gained: The Impact of Enjoyment and Boredom on Willingness to Communicate in Online Foreign Language Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Nazila+Fattahi%22">Nazila Fattahi</searchLink><br /><searchLink fieldCode="AR" term="%22Faramarz+Ebn-Abbasi%22">Faramarz Ebn-Abbasi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2323-2539">0000-0002-2323-2539</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elouise+Botes%22">Elouise Botes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4952-8386">0000-0003-4952-8386</externalLink>)<br /><searchLink fieldCode="AR" term="%22Musa+Nushi%22">Musa Nushi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1917-5372">0000-0003-1917-5372</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</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="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+%28Thought+Transfer%29%22">Communication (Thought Transfer)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Classrooms%22">Virtual Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran+%28Tehran%29%22">Iran (Tehran)</searchLink>
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  Data: Although the role of emotions in willingness to communicate (WTC) of learners of English as a foreign language (EFL) has triggered abundant research in traditional, in-person language classes, little is known about how these emotions affect learners' communication behavior in online classrooms. Adopting a mixed-method design, the present study investigated the effect of foreign language boredom (FLB) and foreign language enjoyment (FLE) on EFL learners' L2 WTC in online classrooms. The data gathered through an online survey from 469 EFL learners were analysed through multiple linear regression, dominance analysis, and mediation analysis. The findings revealed that FLB had a considerably strong effect on L2 WTC, although this effect was to some extent diminished by FLE, FLB overshadowed learners' online learning experience. To gain a deeper understanding of the relationship among these variables, qualitative data was gathered from 20 participants through semi-structured interviews. The findings further supported the quantitative data and suggested that the learners believed the problems they faced in online classrooms led to boredom and discouraged them from engaging in communication. The findings are discussed in terms of implications for teachers to improve the experience of online English education.
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  Data: EJ1508025
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        Value: 10.1177/13621688231194286
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      – Text: English
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        PageCount: 22
        StartPage: 2526
    Subjects:
      – SubjectFull: Foreign Countries
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Iran (Tehran)
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      – TitleFull: Nothing Ventured, Nothing Gained: The Impact of Enjoyment and Boredom on Willingness to Communicate in Online Foreign Language Classrooms
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