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Book: Teachers Reflecting on Boredom in the Language Classroom

Chapter: Towards Reflective Practice with Respect to Boredom

DOI: 10.1558/equinox.43252

Blurb:

Chapter Seven shows how identifying the causes of boredom, preventing and dealing with this negative emotion can provide a springboard for reflective practice in the L2 classroom (cf. Farrell, 2019; Farrell & Ives, 2015). In particular, specific examples of awareness-raising activities for teachers are proposed which can help the development of reflective teaching practices.

Chapter Contributors

  • Mirosław Pawlak (pawlakmi@amu.edu.pl - mirekpawlak) '1. Adam Mickiewicz University, Kalisz, Poland 2. State School of Higher Professional Education, Konin, Poland'
  • Mariusz Kruk (mkanglik@gmail.com - anglik) 'University of Zielona Góra, Poland'
  • Joanna Zawodniak (j.zawodniak@in.uz.zgora.pl - jzawodniak) 'University of Zielona Góra, Poland'