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Emotions play a central role in second language (L2) learning processes, influencing learners’ engagement, persistence, and achievement (Albert, 2022; Alrabai, 2022). Among academic emotions, boredom has emerged as a particularly detrimental factor in foreign language classrooms, associated with disengagement, reduced strategy use, and lower proficiency outcomes (Derakhshan et al., 2021a; Amiri et al., 2022). Reading in a foreign language is cognitively demanding and motivationally sensitive; thus, learners’ emotional experiences during reading tasks may strongly affect their reading motivation and performance (Al-Qahtani, 2016). Emotion regulation (ER)—learners’ ability to manage and modify their emotional responses—has been identified as a key self-regulatory competence in academic contexts (Burić et al., 2016). In L2 learning, ER helps learners cope with anxiety, frustration, and boredom, thereby sustaining motivation and engagement (Beseghi, 2022; Alrabai, 2022). However, emotional experiences do not influence learning directly; rather, their effects are often mediated by coping and strategic responses (Daniels et al., 2015). Boredom coping strategies (BCSs) refer to behavioral and cognitive responses learners employ when experiencing boredom, such as task engagement, attention regulation, or avoidance (Daniels et al., 2015). Research shows that different boredom coping profiles are associated with distinct motivational and learning outcomes (Daniels et al., 2015). In L2 contexts, studies have linked boredom to decreased motivation and engagement (Derakhshan et al., 2021a; Coşkun & Yüksel, 2022), yet little is known about how learners regulate boredom through coping strategies and how such strategies affect reading motivation. Within Iraqi EFL contexts, persistent challenges in reading motivation and proficiency have been reported (Al-Qahtani, 2016). Emotional factors—particularly boredom and ineffective regulation—may contribute to these difficulties. Despite g