Perception of Boredom in Young Learners’ English Language Classes

Abstract

This study aims to reveal the boredom perceptions in a Turkish public school providing intensive English classes for the 5th grade. From the perspectives of both students and teachers, the study examines whether young English as a foreign language (EFL) learners get bored in the classroom, the causes and signs of their boredom in addition to the perceived solutions to reduce their boredom perceptions. In accordance with these objectives, six 5th grade students and four English teachers took part in semi-structured interviews. As a result of the analysis of the findings, it was discovered that boredom is a common phenomenon for the students, and it is generally associated with certain causes such as grammar instruction. Additionally, it was found that boredom manifests itself by typical behaviors such as doodling. Finally, some solutions such as more active involvement of the students into the lessons by means of engaging activities were offered by the participants to minimize boredom. Some practical recommendations are presented at the end of the study in line with the findings and the relevant literature.