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This study investigates whether there is a significant difference in experiencing boredom between the L2 and L3 classroom. It begins with a comparison between L2 and L3 acquisition, after which the phenomenon of boredom is highlighted, including its definition, typology, causes, and related research. This is followed by a description of the study intended to qualitatively and quantitatively examine the English majors’ perceptions of boredom in learning the L2 (English) and the L3 (German). Gathered data enabled the authors to comparatively approach changes in the levels of boredom in the L2 and L3 classroom as well as single out the factors responsible for student boredom in those two learning contexts. The main contributors to this problematic condition encompassed, among others, insufficient teacher engagement, the repeated use of the same teaching tools, uninteresting topics, and a lack of meaning in learning. Although the feelings of L2 and L3 boredom were not found to significantly differ, the overall level of this experience turned out to be higher in the L2 classroom. Finally, the authors formulate their own definition of boredom based on the analysis of obtained results and propose a handful of pedagogical implications.

A Comparative Study of the Experience of Boredom in the L2 and L3 Classroom