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Data were collected from 136 learners aged 11–12, grouped into low, average, and high procrastinators, and a focus group interview with 12 learners generated a list of reasons and replacement activities. Findings show similar behavior patterns across groups, but boys preferred computer games while girls favored reading books. Implications are provided for teachers, parents, and learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/academic-procrastination-in-language-learning-adolescent-learners-perspectives/589138/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/academic-procrastination-in-language-learning-adolescent-learners-perspectives/589138.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many adolescent learners participated, and how were they grouped?","Question",{"text":112,"@type":113},"The study included 136 learners aged 11–12. Participants were divided into low, average, and high procrastinator groups based on their mean scores on the academic procrastination scale.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the focus group interviews add to the study?",{"text":117,"@type":113},"A focus group interview was conducted with 12 learners to generate a structured list of reasons, replacement activities, and suggestions related to academic procrastination.",{"name":119,"@type":110,"acceptedAnswer":120},"Were there differences between boys and girls in replacement activities?",{"text":121,"@type":113},"Yes. Boys preferred playing computer games as a replacement activity, while girls were more inclined to read books.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589138,1792193106,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Academic Procrastination in Language Learning: Adolescent Learners’  \nPerspectives  \nMehmet Asmalı, 1  \nAlanya Alaaddin Keykubat University, Turkey  \nSanem Dilbaz Sayın2  \nHacı Yılmaz Emine Urhan İmam Hatip Secondary School, Turkey  \nDOI: 10.35974/acuity.v7i2.2637  \nAbstract  \nDespite the abundance of studies investigating the impact of academic procrastination on several aspects of learning, less is known about how this construct is perceived by adolescent foreign language learners with different levels of academic procrastination and their reasons to delay tasks and potential suggestions to reduce it. This study was designed to find out the academic procrastination behaviors of 136 learners aged 11-12. Additionally, another major aim was to find out how the participants’ reasons to procrastinate and suggestions to reduce it differed according to gender and their academic procrastination level. The participants were divided into three groups as low, average, and high procrastinators considering their mean scores on the academic procrastination scale. A focus group interview was conducted with 12 learners to create a list of reasons, replacement activities, and suggestions. The findings indicated that all three groups followed a similar academic procrastination behavior pattern. However, in terms of reasons, while boys preferred playing computer games as a replacing activity, girls were more inclined to read books. Some suggestions were also provided by the learners to reduce it. The study provides implications for teachers, parents, and learners.  \nKeywords: Academic Procrastination, Adolescent Learners, Differences between Academic Procrastinators, Foreign Language Learning, Gender-based Differences  \nINTRODUCTION  \nAlmost everyone has tasks and responsibilities to fulfill in several areas of their life. However, due to various reasons, it is a frequently observed phenomenon that the tasks or responsibilities to be fulfilled are postponed to the last moment. It is so prevalent that in some cases it becomes a way of life for some people (Steel, 2007) . However, although simply delaying what has to be done at a later date may take place in everyone’s life, procrastination  \nCorresponding Author: Mehmet Asmalı, Alanya Alaaddin Keykubat University, Kestel mah. Üniversite [cad. no:](cad. no:) 80, School  \nof Foreign Languages, Alanya / Antalya, 07425, [Turkey. email:](Turkey. email:) [asmalimehmet@gmail.com](asmalimehmet@gmail.com)  \nhas become a modern illness appearing in both developed and developing countries (Milgram & Tenne, 2000) .  \nProcrastination is regarded as the difference between people’s intentions and actual behaviors. There is a positive correlation between this difference and the procrastination level (Schraw et al., 2007). It is considered a stable personality trait bringing negative consequences (Choi & Moran, 2009). From this point of view, it can easily be assumed that people may show the same characteristics in their academic life through having a tendency to intentionally postpone academic tasks (Steel, 2007) .  \nStudents of all ages, degrees, and all educational institutions show academic procrastination behavior to some extent. The ratio of the students defining themselves as procrastinators reaches up to 80% (Steel, 2007) . However, despite the high ratio, procrastination causes stress and various illnesses in the long term despite the short-term pleasure it provides (Tice & Baumeister, 1997) . Hence, 95% of the procrastinators are willing to reduce it somehow (O’Brien, 2002). Although people tend to reduce it, procrastination levels of the people are reported to show consistency across time (Mccloskey, 2011) . In relation to this fact, studies have proved that one out of five adults suffers from chronic procrastination (Klassen, et al., 2008) .  \nProcrastination, especially in the context of education, may be seriously decisive for students’ academic success as it is mostly considered a substantial hin","cbCaihItQVRKfFX4","https://ap.wps.com/l/cbCaihItQVRKfFX4","pdf",309380,16,"English","# Abstract\n# Introduction\n## Background on procrastination in education\n## Links to academic success and language learning\n## Existing solutions and the gap for adolescents\n# Method and participants\n## Grouping by procrastination level\n## Focus group interview\n# Findings\n## Similar behavior patterns across groups\n## Gender-related differences in reasons and replacement activities\n# Suggestions to reduce academic procrastination\n## Practical implications for teachers, parents, and learners","[{\"question\":\"How many adolescent learners participated, and how were they grouped?\",\"answer\":\"The study included 136 learners aged 11–12. Participants were divided into low, average, and high procrastinator groups based on their mean scores on the academic procrastination scale.\"},{\"question\":\"What did the focus group interviews add to the study?\",\"answer\":\"A focus group interview was conducted with 12 learners to generate a structured list of reasons, replacement activities, and suggestions related to academic procrastination.\"},{\"question\":\"Were there differences between boys and girls in replacement activities?\",\"answer\":\"Yes. Boys preferred playing computer games as a replacement activity, while girls were more inclined to read books.\"}]","Academic Procrastination in Language Learning - Adolescent Learners’ Perspectives | PDF",1792066622]