This study set out to scrutinize the interplay between 338 (218 male and 120 female) English as a second or foreign language learners’ second language writing boredom (L2WB) and boredom coping strategies, along with the mediating role of second language writing motivation (L2WM). Structural equation modeling (SEM) analysis indicated that L2WB is negatively associated with L2WM in writing classes. Results also revealed a negative relationship between L2WB and cognitive as well as behavioral approaches to coping with boredom in second language (L2) writing practices. In addition, L2WM was positively predictive of cognitive approach strategy while being negatively predictive of cognitive avoidance strategy in coping with boredom. Results also showed significant indirect effects of L2WB on both cognitive-oriented strategies (i.e. cognitive approach strategy and cognitive avoidance strategy) via L2WM. The implications for L2 teachers, teacher educators, and materials developers are discussed.

中文翻译：

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探索英语学习者的二语写作无聊、写作动机和无聊应对策略之间的相互作用

本研究旨在审视 338 名（218 名男性和 120 名女性）英语作为第二语言或外语学习者的第二语言写作无聊 (L2WB) 和无聊应对策略之间的相互作用，以及第二语言写作动机 (L2WM) 的中介作用。 ）。结构方程模型 (SEM) 分析表明，在写作课上，L2WB 与 L2WM 呈负相关。结果还揭示了 L2WB 与应对第二语言 (L2) 写作实践中的无聊的认知和行为方法之间存在负相关关系。此外，L2WM 对应对无聊的认知方法策略具有正向预测作用，而对认知回避策略具有负向预测作用。结果还显示，L2WB 通过 L2WM 对认知导向策略（即认知接近策略和认知回避策略）产生显着的间接影响。讨论了对第二语言教师、教师教育工作者和材料开发人员的影响。