Real‐Time Changes in Enjoyment, Boredom, and Engagement in English Classes: Evidence From Polish Learners and Teachers

ABSTRACT

Although research has increasingly examined individual differences in second language acquisition, less attention has been paid to how specific emotions and engagement change during secondary‐school lessons. This study examined within‐lesson variation in enjoyment, boredom, and engagement, the associations of enjoyment and boredom with engagement, and differences between student and teacher ratings. Participants were 244 Polish students from 19 intact classes and their 19 teachers, with data collected during one English lesson in each class. Students rated enjoyment, boredom, and engagement on a five‐point scale across four 10‐min segments and completed short post‐lesson reports. Teachers provided parallel class‐level ratings and reports. Quantitative data were analyzed using regression models with student‐clustered robust standard errors, time‐period and lesson fixed effects, and a time‐period × lesson interaction where appropriate. Qualitative responses were analyzed thematically. The three variables differed across measurement periods and lesson contexts, and their within‐lesson profiles varied across contexts. Enjoyment was positively and boredom negatively associated with engagement at matched measurement points. Teachers rated engagement and enjoyment higher and boredom lower than students did. Four recurring themes concerned task/activity features, energy and timing constraints, classroom process/structure, and evaluation‐related salience. The findings highlight within‐lesson variation in students’ emotions and engagement and differences between student and teacher ratings.