Mitigating boredom in L2 Spanish reading class with the reading-writing continuation task

Abstract

A growing body of research has explored the concept of second language (L2) boredom and proposed strategies to address this aversive emotion. However, limited attention has been paid to the boredom-mitigating effects of specific strategies, such as the reading-writing continuation task, which holds potential as a coping mechanism of L2 boredom. This study investigates the effects of the reading-writing continuation task on reducing boredom in Spanish L2 reading classes, the factors influencing the effectiveness, and students’ perceptions of the task. A quasi-experimental design was adopted, involving 67 participants (33 in the experimental class and 34 in the control class). Data were collected through questionnaires and semi-structured interviews. The findings reveal that the reading-writing continuation task significantly reduces boredom in Spanish L2 reading classrooms, including boredom related to reading materials, under-challenging tasks, and perceived meaninglessness. Furthermore, the effects vary based on participants’ Spanish proficiency levels and grade levels. Participants’ perceptions of the task were mixed, highlighting its openness and nature to bring a sense of psychological security as positive aspects, while noting challenges posed by limited language proficiency. The study suggests incorporating reading-writing continuation tasks of varying difficulty levels into L2 reading instructions. This research expects to contribute to the empirical investigation of boredom-mitigating strategies in L2 learning.