Boredom strikes back: Triggers and solutions for English as a foreign language teachers

Abstract

L2 teacher boredom is a critical yet underexplored issue that significantly impacts teacher well-being and instructional quality, particularly in English as a foreign language (EFL) contexts. This study investigates the antecedents of L2 teacher boredom, as observed in EFL settings, and the strategies employed to mitigate its impact. Employing a qualitative approach, data were collected from 100 Iranian EFL teachers through open-ended questionnaires and follow-up semi-structured interviews. The findings reveal four primary sources of teacher boredom: student-related factors (e.g., low motivation and misbehaviour), activity-related factors (e.g., repetitive and inauthentic tasks), teaching-related factors (e.g., overuse of the target language and lack of interactive methods) and institution-related factors (e.g., centralised education systems and unsupportive school environments). To address these challenges, teachers adopted strategies such as diversifying activities, integrating the first language (L1) judiciously and fostering autonomy and collegial support. The study underscores the need for systemic changes to empower teachers and enhance engagement, contributing to the development of more effective and satisfying teaching environments.