@article{article_1577755, title={REVEALING SOURCES OF FOREIGN LANGUAGE LEARNING BOREDOM IN ONLINE SPEAKING CLASSES: IDENTIFICATION OF CONTRIBUTING FACTORS AND PROPOSED SOLUTIONS}, journal={Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi}, pages={459–477}, year={2025}, DOI={10.29029/busbed.1577755}, author={Kaplan, Yaşar Üstün}, keywords={Foreign Language Learning Boredom, Online Speaking Course, Boredom Sources, Proposed Solutions, EFL Learners}, abstract={Since the introduction of positive psychology, investigating emotions has become a prevalent concern for researchers within foreign and second-language classroom research settings. Positive emotions in a second or foreign language learning and teaching have been commonly under investigation so far. However, there has been little discussion about negative emotions, which play pioneering roles in language classes. Although there is a growing body of research concentrating on anxiety as a negative emotion in foreign language learning, it can be put forward that there is still a scarcity of studies on foreign language learning boredom experienced by learners in online speaking courses. Considering this, this paper attempts to present the results of a study focusing on such a negative emotion- boredom- experienced by 59 university students majoring in English. To this end, it identifies sources of boredom experienced by EFL learners in an online speaking course. Also, it seeks to reveal learners’ proposed solutions for coping with it. Using qualitative inquiry modes, data were collected through reflective reports and structured and semi-structured interviews. As a result of content analysis, five themes concerning factors responsible for boredom emerged. These are disturbing experiences during the lesson, classroom context-dependent sources, teacher-related sources, task-related sources, and student-related sources. Additionally, learners’ proposed solutions for alleviating boredom in foreign language learning were presented in the study. They are lesson itself and teaching-related solutions, task-related solutions, classroom context-related solutions and teacher-related solutions. Finally, the study concludes with implications and recommendations for future research.}, number={29}, publisher={Bingol University}