Affective Dynamics in Iranian EFL Learning: Exploring Boredom, Well-Being, and Emotion Regulation

This qualitative phenomenological study explores the lived experiences of Iranian university students learning English as a Foreign Language (EFL). It examines the interplay between academic boredom, psychological well-being, and emotion regulation, and how these factors collectively influence language proficiency. Grounded in Self-Determination Theory (SDT; Ryan & Deci, 2000), Flow Theory (FT; Foley & Thompson, 2017), and the PERMA model (Seligman & Csikszentmihalyi, 2000), the research investigates how these affective elements manifest in a high-stakes, exam-focused educational environment. From an initial group of 100 students, a purposive sample of 30 was selected based on diversity in proficiency, age, and gender, with data saturation determining the final subset. Data were collected through reflective journals, 120 hours of classroom observations, and two rounds of semi-structured interviews with each participant. Thematic analysis using MAXQDA revealed three key themes: (1) the detrimental effects of academic boredom stemming from pedagogical monotony and relational gaps, (2) the supportive role of well-being in fostering resilience through feelings of accomplishment and meaning, and (3) emotion regulation strategies, such as cognitive reappraisal, that help students overcome challenges. The findings present a novel, culture-specific model illustrating the bidirectional relationships influenced by exam-related stress. This research enhances second language acquisition (SLA) studies by highlighting non-Western affective nuances and offers pedagogical recommendations for integrating emotional elements into curricula to improve student engagement and proficiency. Implications of the study are mentioned.