Examining the relationships between mindfulness, grit, academic buoyancy and boredom among EFL learners

Given the growing attention directed to emotions and non-cognitive variables in second language (L2) learning, numerous researchers have examined these constructs in English as a foreign language (EFL) contexts. To contribute to this research agenda, this study aimed to test a model of L2 boredom based on mindfulness, grit, and academic buoyancy. Selecting a total number of 627 intermediate EFL learners via convenience sampling, the researchers administered an electronic survey constituting the scales measuring mindfulness, grit, academic buoyancy, and boredom to gather the data. Structural equation modelling of the data demonstrated a good fit and the outcomes revealed that: (a) grit, mindfulness, and buoyancy directly predicted L2 boredom; (b) mindfulness predicted boredom via the mediation of buoyancy and grit; and (c) grit indirectly affected boredom through buoyancy. These outcomes might offer implications for EFL practitioners.