Factors Influencing Distraction Among EFL College Students: The Role of Gender and Academic Year

This study investigated the factors that influence students to be distracted during class in English as a Foreign Language (EFL) class rooms, along with differences by gender and academic year. Ninety-nine EFL college students completed a questionnaire covering four categories: Technology and Multitasking, Environmental and External Distractions, Course Content and Teaching Methods, and Learning Motivation and Psychological Factors. The results showed that female students reported slightly higher distraction levels overall, especially related to multitasking behaviors, while senior students were less affected by environmental disruptions. Among female students, the highest distraction was observed in Category 2, while the lowest was in Category 4 (M = 3.27). The results suggest that classroom distraction is a complex issue requiring thoughtful, flexible solutions. These findings highlight the importance of developing targeted strategies to reduce distraction and support student focus in technology-enhanced classroom settings, where managing attention has become increasingly challenging.