From “won't learn” to “can't learn” in language learning: Unpacking the chain mediating role of boredom and negative rumination

Abstract

Drawing on Response Style Theory, this study examines how the ideal L2 self is associated with learning burnout through the mediating role of boredom and negative rumination in language learning. A questionnaire survey was conducted among 465 Chinese university students, and Structural Equation Modeling was conducted to examine the relationship between the four variables. The results indicate that: (1) The ideal L2 self did not exert a significant direct effect on learning burnout; (2) Boredom and negative rumination each independently mediated the association between ideal L2 self and learning burnout; and (3) Boredom and negative rumination sequentially mediated the association between ideal L2 self and learning burnout. Overall, the results demonstrate that boredom and negative rumination serve as important mechanisms connecting ideal L2 self with learning burnout. The study offers new insights into the underlying processes involved in learning burnout in language learning, extends the application of Response Style Theory in language teaching, and provides pedagogical implications for L2 education.