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Abstract Abstract: Based on Pekrun’s (2006) control-value theory, the present study examines the predictive effects of trait emotional intelligence (TEI) and online learning achievement perceptions on Foreign Language Class Boredom (FLCB) experienced during an online English course. A total of 348 Chinese tertiary students filled in an online questionnaire. Descriptive statistics, an independent t-test and multiple regression analyses were conducted using SPSS 19.0. The results showed that participants had a medium level of TEI, and moderate perceptions of online learning achievement. They reported experiencing a low-to-medium level of FLCB, which was significantly higher than that in traditional face-to-face EFL classes. Also, TEI and achievement perceptions co-predicted FLCB negatively: The latter showed a medium-to-large effect size, while the former had a small-to-medium effect size. We discuss how the findings corroborate the applicability of the control-value theory to the context of online EFL class and identify pedagogical implications for optimising online L2 classes and fostering learner emotional well-being.
Key words: Foreign Language Class Boredom; Trait Emotional Intelligence; learning achievement perception; online learning; Foreign Language Boredom Scale
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