A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning.

This classroom-based study investigated the antecedents of epistemic curiosity among 25 Thai university students in an English oral communication course. Using a whole-class survey and focus group interview, we recursively asked the students to describe a time in class when they experienced epistemic curiosity and the reasons behind it. A modified version of constant comparative analysis suggested seven thematic factors as the antecedents of epistemic curiosity and positive affect linked to its experience.