From boredom to breakthrough: Teacher and student engagement in online and face-to-face contexts in English as a Foreign Language classrooms

Abstract

Teacher boredom is a significant yet underexplored issue in English as a Foreign Language (EFL) classrooms in Saudi Arabia, often intertwined with student disengagement, particularly in the context of dual teaching modalities: offline and online. This qualitative study aimed to investigate the factors contributing to teacher boredom, the strategies employed to mitigate it, and the  interrelationship between teacher and student boredom in both teaching environments. Seventy one EFL teachers from diverse backgrounds participated in the study, completing an open-ended questionnaire. Thematic analysis revealed that monotonous routines, technological challenges, and student disengagement were the primary factors contributing to teacher boredom. Teachers employed various coping strategies, including interactive activities, multimedia tools, and humour, to address these challenges. However, the effectiveness of these strategies varied between offline and online settings. In offline classrooms, teachers relied on direct interaction and relational pedagogical methods, while online environments necessitated the use of technological and multimedia resources. The findings also revealed a cyclical relationship between teacher and student boredom, showing the need for targeted interventions that address the needs of both groups. This study contributes to a nuanced understanding of teacher boredom in the Saudi EFL context and provides practical insights for fostering engagement in diverse teaching modalities. The findings call for professional development, curriculum flexibility, and stronger technological infrastructure to support effective teaching.