Despite the fact that boredom appears to be one of the most commonly experienced emotions in school settings, this negative emotion remains vastly underappreciated in the field of SLA. This is the gap this article seeks to rectify by reporting the findings of a classroom-based study whose purpose was to investigate changes in the experience of boredom in an English language classroom during reading sessions. The sample consisted of 18 second-year students studying English at a Polish high school. The data were collected by means of session logs, observations and reading session plans. The gathered data were analysed quantitatively and qualitatively. The findings showed that the participants reported different levels of boredom over the course of single reading sessions and from one session to the next. Factors responsible for the detected variation in the levels of boredom were related, among other things, to inactivity, performance of too easy/difficult tasks, teacher’s decisions regarding choice and use of language materials, the design of the reading sessions or individual characteristics of the learner.

中文翻译：

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外语课堂阅读无聊体验调查

尽管无聊似乎是学校环境中最常见的情绪之一，但这种负面情绪在 SLA 领域仍然被大大低估。这是本文试图通过报告一项基于课堂的研究的结果来弥补的差距，该研究的目的是调查阅读课程期间英语课堂无聊体验的变化。样本包括 18 名在波兰高中学习英语的二年级学生。数据是通过会话日志、观察和阅读会话计划收集的。对收集到的数据进行定量和定性分析。研究结果表明，参与者在单次阅读过程中以及从一个会话到下一个会话的过程中报告了不同程度的无聊。