Tackling Student Boredom in the EFL Classroom: Insights from Iranian Teachers

This study explores how Iranian English language teachers perceive and address student boredom in English as a foreign language (EFL) classrooms. Drawing on data from 100 teachers in Isfahan, Iran, collected through an open-ended questionnaire and interviews (n = 23), this study identifies key contributors to student boredom, such as low motivation, repetitive and inauthentic content, and teacher-centered instructional routines. To address these factors, teachers reported using interactive activities, student-centered strategies, and judicious use of students’ first language to alleviate cognitive strain. They also emphasized diverse instructional techniques, along with periodic breaks, to re-energize students and sustain engagement. The study offers practical recommendations that are feasible in Iranian junior high and high schools and may transfer to similar exam-oriented, centralized systems.