This study explored the lived experiences of boredom in online and in-person English classes. Qualitative data were collected through semi-structured interviews with 48 secondary-school students from Iran. The results of thematic analysis using MAXQDA (version 2022) revealed that (1) internet connection problems, task difficulty and overload, and boring learning environment were the main sources of boredom in online classes; (2) ineffective teaching methodology, tedious materials, and low teacher enthusiasm were the key antecedents of boredom in conventional in-person classes; (3) improving internet connection, using engaging materials, increasing teacher care, and creating a motivating learning environment were among the students’ suggestions to reduce boredom in online classes; and (4) more teacher support and maintaining an enjoyable atmosphere were the participants’ solutions for in-person classes. The implications of the study for teachers, materials designers, and policymakers are discussed.
