Curbing Boredom in University EFL Classrooms: Findings From a Multimethod Intervention

Abstract Boredom has emerged as a salient classroom emotion in L2 learning, yet intervention studies testing whether it can be reduced remain scarce. This quasi‐experimental study investigated a 12‐week boredom‐regulation intervention in university EFL classes in Saudi Arabia. Four teachers and 106 male students participated, with classes assigned to experimental or control conditions. The intervention combined three macrostrategies—identifying boredom triggers and symptoms, sustaining engagement, and creating a supportive classroom climate—with teacher coaching and concrete microstrategies. Boredom was measured at three time points using the Short‐Form Foreign Language Classroom Boredom Scale and structured observations of physical, visual, verbal/auditory, and behavioral indicators. Repeated‐measure analyses and ANCOVAs showed significant declines in self‐reported boredom in the experimental group and increases in the control group. For observed indicators, between‐group differences favored the experimental condition and were larger at posttest, with behavioral indicators showing the largest effects. These results suggest that a focused, classroom‐embedded approach can reduce EFL boredom. Limitations include reliance on quantitative data, a unidimensional scale, and a single‐institution, male‐only context. Implications for practice and future intervention research are outlined.