English Language Teaching and Linguistics Studies
English Language Teaching and Linguistics Studies (ELTLS) is an international, Refereed, double-blind peer-reviewed, open-access journal published by Scholink. The journal aims to provide a high-level platform for scholars and researchers all over the world to share latest findings and views in the field of English Language Teaching and Linguistics Studies. We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to English Language Teaching and Linguistics Studies. Both of online submission and E-mail submission (eltls@scholink.org) are acceptable. ------------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: Teaching English as a Second Language or a Foreign Language Syllabus Design and Curriculum Development English Language Testing and Assessment Linguistics Teaching and Learning Discourse Analysis Second Language Acquisition Critical Discourse Analysis Applied Linguistics Comparative Linguistics Corpus Linguistics Descriptive Linguistics Language and Linguistics Psycholinguistics Socio-linguistics Theoretical Linguistics Teaching Process Translation Studies Language Learning Education Morphology Phonology Pragmatics Literature Semantics Syntax -------------------------------------------------------- Index/List/Archive CNKI-Scholar CrossRef WANFANGDATA LinkedIn ResearchGate ResearchBib Yahoo Google Scholar Canadiana ResearchBib Base Search CrossRef Sciencegate Worldcat PKP Open Archives Harvester Lockss ISSN PORTAL Refereed Journal: English Language Teaching and Linguistics Studies is a Refereed Journal. Open access: English Language Teaching and Linguistics Studies is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself." Peer review: English Language Teaching and Linguistics Studies takes peer review policy. Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers).
Authors who publish with this journal must agree to the following terms: Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
When AI Translates: Skill Devaluation and Learner Boredom in Translation Classrooms for Application-Oriented EFL Majors
The integration of generative artificial intelligence (AI) into translation education has predominantly been celebrated for its capacity to enhance learner engagement and motivation. This study challenges that dominant narrative by investigating a countervailing possibility: that generative AI, by rendering translation skills seemingly redundant, may hollow out learners’ perceived value of those skills and thereby breed boredom. Drawing on the Meaning and Attention Components (MAC) model of boredom (Westgate & Wilson, 2018), we propose and empirically test a pathway in which perceived AI-induced skill devaluation predicts translation classroom boredom through meaning deficits, with the attention pathway (challenge-skill imbalance) serving as a competing explanation. Using an explanatory sequential mixed-methods design with 326 application-oriented EFL translation majors in China, we found that: (a) perceived AI skill devaluation significantly predicted translation classroom boredom; (b) meaning deficits fully mediated this relationship; and (c) the meaning pathway exerted significantly stronger effects than the attention pathway. Qualitative interviews with 18 participants corroborated these findings, revealing narratives of “why bother learning what AI can do.” This study introduces the construct of meaning-deficit boredom in AI-era translation classrooms, extends the MAC model to foreign language education, and offers a critical boundary condition to the engagement-dominant AI narrative.
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