The present study was aimed at exploring the predictable power of class climate and how it could influence students' boredom. Additionally, it was done to examine the power of ideal L2 self and how classroom climate and ideal L2 self could anticipate learners' boredom in classroom. The construct of class climate and ideal L2 self have gained considerable attention during last decades as ways to reinforce students’ achievement and to diminish behavioral problems. Finally, the related literature uncovered that few studies have been conducted to look at the predictor power of classroom climate and ideal L2 self of Iranian EFL learners’ boredom in an EFL setting. This study expected to fill some of the existing gaps in the literature. For this reason, a total number of 235 English learners were selected to respond to the ideal L2 self-questionnaire which was based on convenience sampling. Their ages varied from 19 to 26 years old. Also, they studied bachelor’s degree. Boredom is considered as a negative feeling that has not been explored in the context of teaching and learning languages. It is resulted in low psychological arousal. If instructors provide mutual support for learners, they will feel less bored. In this case, students were requested to respond to the boredom in practical English language classes questionnaire (BPELC). This study also reported the causes of boredom and how it could influence learners' ideal L2 self and the climate of the class. Classroom climate was evaluated through learning climate questionnaire. However, additional research is required to fully comprehend the nature of boredom in practical classes as it is a multidimensional and complex phenomenon. In the future, it is expected to envisage studies that will reduce learners’ boredom in the L2 classroom.
