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The study aimed to examine temporal change of boredom in English classes (BPELC) and test the longitudinal validity of the boredom in practical English classes-revised (BPELC-R) scale via longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach. This approach ensures measurement invariance of BPELC over time, deals with its second-order latent variables, and considers the assessment of inter-individual differences while experiencing the emotion. Data were collected from 412 EFL adult learners on four measurements using BPELC-R and were analyzed by Mplus with LCFA-CFM. The model fit was accepted, which indicates invariance of BPELC-R as well as the factor structure of the instrument including the factor loadings of its subscales over time. Without the consideration of LCFA of BPELC-R, as addressed in this study, any observed change of the construct in the course of language learning could be misinterpreted. Also, though the rate of change in boredom differed across individual L2 learners, they all experienced a decreasing trend over time. Furthermore, the negative association between the intercept and slope suggested that learners with higher initial levels of boredom experienced a steeper decrease over time. The decreasing pattern of boredom is discussed in light of the main theories of this construct.

Boredom in practical English language classes: a longitudinal confirmatory factor analysis-curve of factors model