THE EFFECTS OF INCREASING PERCEIVED INSTRUMENTALITY OF ENGLISH CLASSES ON COURSE ACHIEVEMENT, ATTITUDE, AND BOREDOM

This study aims to examine the effects of increasing ninth-grade students’ perceived instrumentality of the topics taught in english classes on their course achievement, attitude, and boredom. a pre-test, post-test quasi-experimental design with control group was used in the study. a total of 93 ninth-grade students conveniently sampled from the anatolian high school of a small city located in the western black sea region. students were randomly assigned to either experimental groups (i.e., comprehensively informed group, n = 30; superficially informed group, n = 30) or control group (n = 33). the data were obtained through the perceived instrumentality scale, boredom scale, and attitude towards english scale. additionally, an achievement test was developed to assess students’ graded performance regarding english classes. a series of univariate analyses of covariance and repeated measures analyses of covariance were conducted to analyze the data comprehensively. the results showed that students in the comprehensively informed group perceived the topics taught in english classes more important to attain their future goals than their counterparts in the superficially informed group and control group. the results also demonstrated that students in the comprehensively informed group held more positive attitudes, felt lower levels of boredom, and had higher achievement scores regarding english classes than their counterparts in other study groups.