WRITING BOREDOM COPING STRATEGIES, AND WRITING COMPOSITION PERFORMANCE. EXPLORING THE POSSIBLE RELATIONSHIP IN THE PAKISTANI ESL CONTEXT

Abstract

The term boredom is a well-researched variable by researchers in various contexts. However, limited research exists regarding the relationship of boredom with writing composition performance. Thus, to fill this gap, this study aims to determine the relationship between writing boredom and writing composition performance by employing writing boredom coping strategies as a mediating variable. This research was conducted by using a quantitative research approach and a correlational research design was used. Questionnaires and writing composition tests were used to gather the data from 200 Pakistani ESL undergraduate students for this research. The data was collected from undergraduate students studying at Fast University. To analyze the collected data, the study used SPSS software along with a measurement model and linear regression. The findings of the study demonstrated a strong but negative connection between writing boredom and writing composition performance. Additionally, writing boredom was strongly and positively related to writing boredom coping strategies. Moreover, writing composition performance revealed a favorable and significant relationship with writing boredom coping strategies. Finally, this study revealed that the relationship between writing and writing composition performance was mediated by writing boredom coping strategies.