English Teacher Insights on Strategies to Reduce Boredom in Online Grammar Class
DOI:
https://doi.org/10.24256/ideas.v13i1.6699Keywords:
interactive teaching, English teaching and learning process in the classroomAbstract
This study investigates empirical investigations regarding teacher insights in reduce boredom an online grammar class. This research is still resolved in most of online setting. Boredom is one of the most challenges in online course faced by English teachers even the students. As learning environments become more digital, it's becoming increasingly difficult to keep students interested. Hence, the researcher finds a number of educational strategies which successfully raise students’ engagement and interest. This study explored qualitative procedures to properly comprehend teacher insights in reduce boredom in online grammar class. The participants for this research included three teachers in English course in Pare. Data collection methods included with semi-structured interview and even observation in online class. Data analysis was used to examine the interview and focus group data. The result shown that teachers believe incorporating these strategies are critical to enhancing learning outcomes in general as well as lowering boredom. There are two interactive teaching strategies on teacher insights an online grammar class are interactive discussion and interactive Quizizz tool. In consequence, incorporating those interactive strategies into online grammar class as affective approach dependent on the teachers' expertise. Providing insights for teachers looking to improve students’ engagement in online classrooms, this case advances the understanding of effective online teaching approaches.
References
Afrizal, J., Ahmad, A., & Salsabila, I. S. (2024). Designing the Flipped Classroom Strategy in Teaching Grammar. 9(4), 187–197.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. A. (2019). Introduction to research in education. Boston, MA: Cengage Learning, Inc.
Ar, N. A. E., & Syam, A. T. (2024). Increasing Students' Reading Skills Using Reading Box in Junior High School. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(2), 1249-1260.
Bihari Dash, D. B. (2022). Significance of Globalization and the English Language.
International Journal on Studies in English Language and Literature, 10(5), 10–16. https://doi.org/10.20431/2347-3134.1005002
Çinar, A., Erişen, Y., & Çeliköz, M. (2022). A Mixed-Method Research on the Effectiveness of Using Gamification Elements in an Online English Course. International Journal of Educational Research Review, 7(4), 280–291. https://doi.org/10.24331/ijere.1140960
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System 101, 102556. https://doi.org/10.1016/j.system.2021.102556
Eastwood, J. D., Frischen, A., Fenske, M. J., & Smilek, D. (2012). The Unengaged Mind. Perspectives on Psychological Science, 7(5), 482–495. https://doi.org/10.1177/1745691612456044
Faqih, W. M., Susanto, D. A., & Nurani, M. W. B. (2023). The Implementation of a Social Learning Strategy for Learning English as a Foreign Language in Vocational High School. MARAS: Jurnal Penelitian Multidisiplin, 1(2), 84–92. https://doi.org/10.60126/maras.v1i2.26
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow, and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Husnaini, H., Syam, A. T., Niken, N., & Soares, A. (2024). Teachers’ Strategies in Teaching Speaking at High Schools: Obstacles and Challenges. Linguistics Initiative, 4(2), 243-262.
Kıyançiçek, E., & Uzun, L. (2022). Gamification in English Language Classrooms: The Case of Kahoot! Makale Türü (Paper Type): Derleme (Literature Review). Science, Education, Art and Technology Journal (SEAT Journal), 6(1), 1–13. www.bestdergi.net
Kruk, M., & Zawodniak, J. (2020). A Comparative Study of the Experience of Boredom in the L2 and L3 Classroom. English Teaching & Learning, 44(4), 417–437. https://doi.org/10.1007/s42321-020-00056-0
Li, C., Dewaele, J.-M., & Hu, Y. (2023). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review, 14(2), 223–249. https://doi.org/10.1515/applirev-2020-0124
Muhtarom, T. (2020). Teaching Strategy in Effective Science Learning Based on Classroom Discourse and Empirical Research. Proceedings of the International Joint Conference on Science and Engineering (IJCSE 2020). https://doi.org/10.2991/aer.k.201124.035
Madehang, M., Masruddin, M., & Iksan, M. Reflecting on the Implementation of Online English Learning in Islamic Higher Education. International Journal of Asian Education, 5(3).
Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500.
Nakamura, S., Darasawang, P., & Reinders, H. (2021). The antecedents of boredom in L2 classroom learning. System: 98, 102469.
https://doi.org/10.1016/j.system.2021.102469
Ng, H. C., Wong, W. L., & Chan, C. S. (2024). The effectiveness of an online attention training program in improving attention and reducing boredom. Motivation and Emotion, 48(5), 758–775. https://doi.org/10.1007/s11031-024-10081-2
Pasawano, T., & Sangsawang, T. (2024). The Efficacy of Online Gamification in Improving Basic English Skills for Fourth-Grade Students. Journal of Applied Data Sciences, 5(4), 1668–1677. https://doi.org/10.47738/jads.v5i4.410
Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. https://doi.org/10.1037/a0019243
Richards, J. C. (2022). Exploring Emotions in Language Teaching. RELC Journal, 53(1), 225–239. https://doi.org/10.1177/0033688220927531
Rinekso, A. B., & Muslim, A. B. (2020). Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic. JEES (Journal of English Educators Society), 5(2), 155–162. https://doi.org/10.21070/jees.v5i2.646
Safford, K. (2016). Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and their Teaching of the Grammar Element of the Statutory Test in Spelling, Punctuation, and Grammar (SPaG). Changing English, 23(1), 3–21. https://doi.org/10.1080/1358684X.2015.1133766
Souisa, T. R., & Yanuarius, L. (2020). Teachers’ strategies on teaching grammar: Facts and expectations of senior high school teachers at Ambon. International Journal of Evaluation and Research in Education (IJERE), 9(4), 1121. https://doi.org/10.11591/ijere.v9i4.20643
Torres, A. M. (2023). Online Teaching Strategies: Lessons Learned from the Transition to Virtual Classroom. Asia-Pacific Journal of Convergent Research Interchange, 9(6), 619–628. https://doi.org/10.47116/apjcri.2023.06.48
Wang, Y., Cao, Y., Gong, S., Wang, Z., Li, N., & Ai, L. (2022). Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions. Learning and Individual Differences, 94, 102128. https://doi.org/10.1016/j.lindif.2022.102128
Waseel, A. K. (2020). Exploring Problems in Teaching and Learning Grammar in EFL Context: A Review Paper. International Journal of Latest Research in Humanities and Social Science (IJLRHSS, 03(07), 21–27. www.ijlrhss.com
Yu, J., Huang, C., Han, Z., He, T., & Li, M. (2020). Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions? International Journal of Environmental Research and Public Health, 17(7), 2320. https://doi.org/10.3390/ijerph17072320
Yusob, K. F. (2018). Challenges of Teaching Grammar at Tertiary Level: Learning from English Lecturers’ Insights. E-Academia Journal, 7(1).
Zawodniak, J., Kruk, M., & Pawlak, M. (2023). Boredom as an Aversive Emotion Experienced by English Majors. RELC Journal, 54(1), 22–36. https://doi.org/10.1177/0033688220973732
Zeng, Y., Wei, J., Zhang, W., & Sun, N. (2024). Online class-related boredom and perceived academic achievement among college students: the roles of gender and school motivation. Humanities and Social Sciences Communications, 11(1), 1018. https://doi.org/10.1057/s41599-024-03550-z
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Syamsul Arifin, Imam Wahyudi Karimullah, Elchin Gashimov
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
