The stone left unturned: boredom among young EFL learners
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Vahid Mahmoudi-Gahrouei
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Maryam Farahmand Boroujeni
Abstract
The present study explores the under-researched phenomenon of boredom, its antecedents, and solutions, as well as the boredom-generating parts of English classes among 227 young learners of English in an Iranian context. Data were collected through an open-ended questionnaire, and semi-structured interviews were thematically analyzed using MAXQDA (Version 2022) to extract themes concerning the issues under study. Findings revealed that teachers’ lack of control over students’ behavior, lack of classroom management, lack of fun in teaching, excessive repetitions, teacher-centered teaching, and classroom physical environment were the main causes of boredom. As for solutions to learners’ boredom, introducing better classroom management strategies, making the class more effervescent, making teaching more learner-centered, and enhancing classroom physical environment were suggested. The findings also revealed that the middle of the English class was the most boredom-generating part for the young learners of English.
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Ethical approval: Ethical considerations have been met.
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Consent to participate: All the students have consented to participate in the study by signing a written consent form.
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Consent for publication: All the authors have consented to publish the paper in the IRAL.
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Competing interests: The authors declare no conflicts of interest for the present paper.
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Research funding: The authors received no financial support for the research, authorship, and/or publication of this article.
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