Teacher Clarity and EFL Learners’ Engagement: The Mediating Role of Boredom

Document Type : research article

Authors

1 Department of English Language, University of Zabol, Zabol, Iran

2 Department of English Language, University of Zabol, Zabol, Iran.

10.22059/jflr.2025.386984.1174

Abstract

In the process of foreign language learning, environmental variables—particularly the instructor’s behavior and teaching approach—play a significant role in shaping learners’ classroom engagement. In addition to these external factors, emotional aspects such as academic boredom also influence student interactions, motivation, and level of participation in class activities. Although several studies have investigated the connections between teaching-related factors and student outcomes, further research is still needed to deepen our understanding of these complex relationships. In line with this need, the present study aimed to explore the relationships among teacher clarity, academic boredom, and academic engagement among undergraduate students majoring in English in Iran. Furthermore, the potential mediating role of boredom in the relationship between teacher clarity and student engagement was also examined. To this end, 291 English language learners were selected through convenience sampling and invited to complete a set of questionnaires. The reliability and validity of the instruments were carefully assessed. Structural equation modeling results revealed that teacher clarity was positively associated with students' academic engagement and negatively associated with their academic boredom. In addition, boredom significantly and negatively predicted students' engagement levels. The findings also confirmed that academic boredom mediates the relationship between teacher clarity and academic engagement. The study concludes with a discussion of theoretical and practical implications and offers directions for future research.

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