Exploring the antecedents, manifestations and coping strategies of boredom in the language classroom: A dynamic perspective

Abstract

In the realm of foreign language learning, emotions play a pivotal role, yet boredom remains a largely overlooked aspect, with scant research exploring its dynamics in classroom settings. Addressing this gap, this study delves into the Turkish English as a Foreign Language (EFL) context to investigate the multifaceted nature of boredom, examining its fluctuations, antecedents, manifestations and coping strategies. Four elementary level EFL learners engaged in self‐ratings, reflective journals, and focus group interviews to provide insight. The findings highlight the dynamic nature of boredom, which fluctuates within and across classes and is influenced by factors such as long lectures, language proficiency, presentations and uninteresting topics. Ultimately, boredom manifests in various formats, including students using their phones, talking to friends, dealing with other things and daydreaming. Strategies such as giving full focus, a sense of understanding, note‐taking and avoiding distractions were utilised to cope with boredom. Through this exploration, this study contributes to the evolving discourse on boredom in language learning, offering tailored strategies to assist language educators in addressing this often‐neglected aspect of the classroom experience.