This critical ecological multiple-case study investigated how EFL teachers and learners collaboratively co-create shaped affordances to transform foreign language boredom (FLB) within highly constrained private language institutes in northeastern Iran. Guided by Kyttä’s (2002) four-level affordance actualization model and Bronfenbrenner’s (1979) nested ecological systems framework, and employing a modern social science hermeneutics approach, the research examined four intact B1-level teenage classes (N = 4 teachers + 22 learners). Data collection methods used in the research included non-participant classroom observations totaling 36 instances, two semi-structured interviews with each teacher, one with the learners, member validation procedures, and reflexive field notes gathered over the course of one academic semester. The results showed that the teachers and the learners shared perceptions of 24 of the 28 potential affordances in the teacher domain, the learner domain, and the activity domain. They were able to successfully create 14 shaped affordances using four distinct relational practices that involved the four agentive acts of joint material supplementation, strategic translanguaging, learner-initiated activity redesign, and collective reflection rituals. These relational practices effectively buffered the constraints of the exosystem, including English-only policies, syllabi, and school-induced fatigue, to create demonstrably boredom-proof classrooms that were characterized by heightened levels of voluntary engagement. The research adds to the body of knowledge created by earlier studies that used the single-case research design by highlighting the role of distributed teacher-learner agency as a means of creating change in the constrained EFL classrooms.