Background: Although foreign language learning boredom (FLLB) is known to negatively influence learners’ L2 (second/foreign language) engagement and willingness to communicate (L2WTC), prior studies have reported inconsistent effect sizes and limited theoretical integration. Purpose: To (1) quantitatively estimate the overall strength of the associations between FLLB and both L2 engagement and L2WTC, and (2) identify significant moderators that might account for variability across studies. Method: A correlational meta-analysis was conducted, including 14 studies on FLLB–L2 engagement and 11 studies on FLLB–L2WTC. Effect sizes were computed using random-effects models and transformed via Fisher’s Z, and moderator analyses of meta-regression and subgroup analyses were performed to examine the potential moderator impacts of learner demographics, research context, and measurement tools. Results: The results indicated a medium-to-large negative correlation between FLLB and L2 engagement (r = –0.506) and a small-to-medium negative correlation with L2WTC (r = –0.302). Moderator analyses revealed that research context and engagement measurement scale significantly moderated the FLLB–L2 engagement relationship, while gender ratio and L2WTC measurement scale significantly moderated the FLLB–L2WTC relationship. Conclusion: These findings underscore the need for reducing boredom to enhance learner engagement and communicative willingness in L2 contexts. Future research should further explore individual and contextual moderators, particularly among younger learners and in digital learning environments.
Liu et al. (2025) studied this question.