Unpacking Boredom in Saudi EFL Classrooms: The Role of Instructional Delivery in Shaping Learner Engagement
DOI:
https://doi.org/10.17507/tpls.1604.31Keywords:
boredom, Saudi EFL learners, instructional delivery, online learning, affective factors in language learningAbstract
Despite growing interest in boredom as a critical affective factor in language learning, limited attention has been given to its manifestation in blended and online learning contexts—particularly among Saudi EFL learners. Grounded in the control-value theory of academic emotions, this study employs a mixed-methods design to examine how different instructional modes (face-to-face, online, and blended) influence learners’ experiences of boredom. Quantitative data were collected via a 35-item Likert-scale questionnaire administered to 356 undergraduate students, while qualitative insights were drawn from semi-structured interviews with 20 participants. The findings indicate that boredom was significantly more prevalent in face-to-face settings, with a noticeable peak during the mid-point of class sessions. In contrast, students reported higher engagement and flexibility in online learning, though challenges such as reduced interpersonal interaction and technical issues were noted. The study underscores the potential of digital tools to reduce boredom and enhance emotional engagement, offering practical implications for instructional design, teacher training, and learner support in Saudi higher education EFL programs.
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