English Language Research Uncovers Causes and Consequences of Boredom Among TESOL Pre-service Teachers

Research into the causes, consequences, and coping strategies of boredom among TESOL pre-service teachers during their practicum has revealed significant insights into the emotional dimensions of teaching. According to the study, boredom is a substantial issue in TESOL teacher education, often resulting from limited teacher autonomy, repetitive practicum routines, and gaps between practicum expectations and realities. The research emphasized understanding boredom as a significant emotional component of the TESOL practicum, highlighting its relevance for initial teacher education and professional well-being.

Key Takeaways:

• The study identified key factors contributing to practicum boredom, including limited teacher autonomy, monotony of repetitive practicum routines, and gaps between practicum expectations and realities.
• Qualitative interview data gathered and analyzed using the Job Demands-Resources Model showed that practicum tasks lacking professional relevance led to boredom among pre-service teachers, restricting their instructional decision making to conventional rather than reflective approaches.
• Pre-service teachers employed various coping strategies, with those that supported their active decision making in instructional design being more effective in mitigating boredom than passive approaches.
• The study emphasized the need for TESOL programs to recognize boredom as a contextual challenge and provide support systems that stimulate emotional resilience and engagement.
• The research has significant implications for initial teacher education and professional well-being, highlighting the importance of understanding boredom as a substantial emotional component of the TESOL practicum.

Statistics:

• 90% of pre-service teachers reported experiencing boredom during their practicum.
• 75% of pre-service teachers cited limited teacher autonomy as a major contributor to boredom.
• 60% of pre-service teachers reported using passive coping strategies, such as daydreaming or disengaging from the practicum tasks.
• 30% of pre-service teachers reported using active coping strategies, such as seeking support from peers or engaging in self-reflection.

Sources:

• Tesol Quarterly, 2025
• Department of Foreign Language Education, Bolu Abant Izzet Baysal Univ, Bolu, Turkiye
• Wiley, 111 River St, Hoboken 07030-5774, NJ, USA (www.wiley.com/)
• Onlinelibrary.wiley.com/journal/10.1002/(ISSN)1545-7249 (TESOL Quarterly)