The Effect of Digital Strategies on Elementary Students’ Boredom in English Learning

Abstract

This study aims to examine the effect of digital strategies on elementary students' boredom in English learning based on previous research findings. This topic is important because elementary students may experience boredom when English learning activities are repetitive, teacher-centered, and provide limited opportunities for interaction and active participation. This study employed a qualitative approach using a library research method. The data were collected from relevant journal articles and previous studies related to digital strategies, students’ boredom, English learning, engagement, and motivation. The collected data were analyzed through descriptive content analysis by identifying, categorizing, comparing, and synthesizing findings from previous studies. The findings show that digital strategies are implemented through various tools and approaches, including educational games, online quiz platforms, digital storytelling, interactive multimedia, mobile learning applications, and other digital learning resources. The reviewed studies indicate that digital strategies have a positive effect on reducing students’ boredom by providing more varied and interactive learning activities, increasing students’ participation, maintaining their attention, and creating more enjoyable English learning experiences. Furthermore, digital strategies support students’ motivation, engagement, and active involvement when they are combined with appropriate teaching methods. Therefore, digital strategies can be considered an effective approach to reduce elementary students’ boredom and support more interactive, meaningful, and student-centered English learning.