Investigating boredom and boredom coping strategies in Turkish EFL context

Acknowledged as a commonly experienced phenomenon among language learners, the important role of boredom in language learning research has only received limited scholarly attention compared to other learner variables, such as anxiety, enjoyment or interest given that it is closely intertwined with other individual learner variables. This study was designed to investigate the interplay between EFL learners' boredom and their coping strategies and its relationship with EFL achievement. Drawing on a quantitative research design, a convenience sample of 219 undergraduate students from Turkey was recruited as participants. Their boredom levels and coping strategies were evaluated by the Level of Boredom Scale (LBS) and the Coping with the Boredom Scale (CBS), respectively. Quantitative analyses indicated different types of relationships between the coping mechanisms: Individuals with higher levels of language boredom tend to adopt cognitive avoidance strategies while lower levels tend to employ behavioural approach coping strategies. This study suggests that although a higher level of L2 boredom may not seem to directly impede EFL students' learning, it may affect their levels of L2 motivation and participation in a classroom setting, thereby resulting in more boredom. Boredom has adverse impacts on the various facets of language learning, including, but not limited to, reductions in motivation and engagement. However, contrary to prevailing view, students' L2 boredom had no significant relationship to their degree of achievement. The results of this study suggest that there is a clear need for further research to probe into the interrelationship between these three components across different levels of granularity. Keywords: Boredom in English language classes, boredom coping strategies, student engagement, disengagement, positive classroom environment