Exploring the relationships between EFL learners’ classroom boredom and engagement in emergency remote teaching and offline teaching

Key Points

• Classroom boredom negatively impacts engagement levels among EFL learners during remote teaching.
• A notable correlation exists, showing that higher boredom levels correlate with lower engagement scores in these environments.
• Observational analysis compares engagement metrics in emergency remote teaching versus offline teaching contexts.
• These findings may suggest that enhancing engagement strategies could mitigate boredom in language learning environments.