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Journals / Eurasian Journal of English Language and Literature / 2026 / Volume: 8 Issue: 1

Bibliometric Analysis of Learner Boredom Research in English Language Teaching: 1981–2025

Kübra Kıraç Demiray(KARABÜK ÜNİVERSİTESİ)0000-0003-0141-219X
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Publication Date
2026-06-30
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results demonstrate a steady annual increase of 4.42% in studies within the field, reaching a peak specifically in 2024-2025.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to comprehensively analyze learner boredom research in English Language Teaching (ELT) conducted between 1981 and 2025.
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Key Findings & Data:A total of 804 documents obtained from the Web of Science Core Collection database were analyzed using the Bibliometrix R-package.
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Conclusion & Impact:The results demonstrate a steady annual increase of 4.42% in studies within the field, reaching a peak specifically in 2024-2025.
🔬Design:Research Article
📍Scope:2025 Verileri
⚙️Variables:boredom · English language teaching · bibliometric analysis

Abstract

This study aims to comprehensively analyze learner boredom research in English Language Teaching (ELT) conducted between 1981 and 2025. The research is designed to highlight the critical role of boredom in the language learning process and to reveal publication trends, influential studies, and thematic shifts in the literature using a bibliometric approach. A total of 804 documents obtained from the Web of Science Core Collection database were analyzed using the Bibliometrix R-package. Scientific production trends, citation patterns, and keyword evolution were examined through classic bibliometric methods such as Bradford's and Lotka's laws. The results demonstrate a steady annual increase of 4.42% in studies within the field, reaching a peak specifically in 2024-2025. While Kruk and Pawlak emerge as the most prolific authors, it was observed that the focus of research has shifted from general motivational structures toward more specific themes such as willingness to communicate and self-regulation. The research indicates that boredom is now recognized as a dynamic obstacle in language learning rather than an overlooked emotion. These findings offer significant practical implications for curriculum designers and teachers regarding the development of strategies to cope with boredom in digital and hybrid environments.

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Cite This Article

Demiray, K. K. (2026). Bibliometric Analysis of Learner Boredom Research in English Language Teaching: 1981–2025. Eurasian Journal of English Language and Literature, Volume: 8 Issue: 1. https://ajindex.com/articles/1482024

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