Researchers paid ample attention to an important variable called boredom in numerous contexts; however, limited research exists regarding the association of boredom with listening comprehension performance in EFL settings. Thus, the current study aims to establish the association between listening boredom and listening comprehension performance by deploying listening boredom coping strategies as a mediating construct. A quantitative research approach, and a cross-sectional and correlational research design was used to conduct this study. A listening comprehension test and questionnaires were used to gather the data from 313 Saudi EFL learners. Results directed that there exists a negative yet significant association between listening boredom and listening comprehension performance. In addition, listening boredom showed a positive and significant association with all of the four listening boredom coping strategies. Furthermore, three out of four listening boredom coping strategies (i.e., behavioral, cognitive, and behavioral avoidance) showed a positive and significant association with listening performance; however, cognitive avoidance strategies showed a significant yet negative association with listening comprehension performance. Lastly, results regarding mediation indicated that listening boredom coping strategies mediated the relationship between listening boredom and listening comprehension performance. Based on the results, various recommendations were presented to EFL learners, instructors, and policymakers.

中文翻译：

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听力无聊、听力无聊应对策略和听力表现：探索沙特 EFL 语境中可能的关系

研究人员在许多情况下都充分注意了一个重要的变量，即无聊。然而，关于无聊与 EFL 环境中听力理解表现的关联的研究有限。因此，目前的研究旨在通过将听力无聊应对策略作为一种中介结构来建立听力无聊与听力理解表现之间的关联。定量研究方法以及横断面和相关研究设计用于进行这项研究。听力理解测试和问卷被用来收集来自 313 名沙特 EFL 学习者的数据。结果表明，听力无聊与听力理解表现之间存在负相关但显着的关联。此外，听力无聊与所有四种听力无聊应对策略都显示出积极且显着的关联。此外，四分之三的听力厌倦应对策略（即行为、认知和行为回避）与听力表现有显着正相关；然而，认知回避策略与听力理解表现显着但负相关。最后，关于中介的结果表明，听力无聊应对策略在听力无聊和听力理解表现之间的关系中起到了中介作用。根据结果​​，向 EFL 学习者、教师和政策制定者提出了各种建议。四分之三的听力无聊应对策略（即行为、认知和行为回避）与听力表现有积极和显着的关联；然而，认知回避策略与听力理解表现显着但负相关。最后，关于中介的结果表明，听力无聊应对策略在听力无聊和听力理解表现之间的关系中起到了中介作用。根据结果​​，向 EFL 学习者、教师和政策制定者提出了各种建议。四分之三的听力无聊应对策略（即行为、认知和行为回避）与听力表现有积极和显着的关联；然而，认知回避策略与听力理解表现显着但负相关。最后，关于中介的结果表明，听力无聊应对策略在听力无聊和听力理解表现之间的关系中起到了中介作用。根据结果​​，向 EFL 学习者、教师和政策制定者提出了各种建议。认知回避策略与听力理解表现显着但负相关。最后，关于中介的结果表明，听力无聊应对策略在听力无聊和听力理解表现之间的关系中起到了中介作用。根据结果​​，向 EFL 学习者、教师和政策制定者提出了各种建议。认知回避策略与听力理解表现显着但负相关。最后，关于中介的结果表明，听力无聊应对策略在听力无聊和听力理解表现之间的关系中起到了中介作用。根据结果​​，向 EFL 学习者、教师和政策制定者提出了各种建议。