Potential sources of foreign language learning boredom: A Q methodology study

The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used explore 37 Iranian English as (EFL) perceptions potential sources in the classroom. Nonprobability purposeful sampling select participants from two private institutes Mashhad, Iran. A hybrid-type produce 40 statements related FLLB. Using PQ Method, exclusive statistical package for methodology, sorts were intercorrelated factor-analyzed. Three factors extracted rotated using varimax rotation hand adjustment. Factor arrays analyses utilized find interpret three different accounts showed that students held divergent prototypical points view about experienced EFL class: (a) teacher-induced boredom, (b) student-induced (c) activity-induced boredom. findings also learner prototypes experience FLLB distinctly. Thus teachers should consider strategies prevent or reduce negative emotion context L2 since otherwise process could be impeded.