EFL STUDENTS’ SELF-REGULATION, ENJOYMENT, AND BOREDOM: THE ROLE OF GENDER DIFFERENCES

Faradila Rofiatun Munfaridah, Atik Umamah, Mochamad Imron Azami

Abstract


This study aims to profile the level of self-regulation, enjoyment, and boredom in students' learning experience in learning English as a Foreign Language (EFL). Focusing on gender differences, it was also to determine students' level of self-regulation and emotions and measure the significant differences in self-regulation, enjoyment, and boredom. Using a quantitative approach with descriptive and ex post facto designs, this study involved 46 students from an equivalency education program in Tanjung Sepat, Selangor, Malaysia. The data were obtained through three validated paper-based questionnaires which were analyzed using descriptive statistics as well as an independent sample t-test. The results showed that male and female students both had high levels of self-regulation and enjoyment, while they also experienced moderate levels of boredom. No significant differences were found between genders in students’ self-regulation, enjoyment, and boredom. However, male students tended to feel more comfortable in a supportive learning environment, while female students enjoyed interactive and fun learning more. Monotonous teaching methods and lack of variety in learning media generally cause boredom. This research highlights the importance of self-regulation in helping students manage their emotions during the learning process. In addition, the results show that gender is not the main determinant of students’ emotion in learning.

Keywords: Equivalent education, self-regulation, emotion, gender


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References


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