Administrators are increasingly concerned about the attrition rate of Language Massive Open Online Courses (LMOCC). For this reason, previous studies on LMOOCs examined the motivation, self-regulation, and attitudes of language learners, but they did not investigate the factors that can impact their persistence and boredom within this context. A new conceptual framework incorporating LMOOC's environmental factors that can affect language learners' cognitive appraisals, persistence, and boredom in LMOOC has been developed and tested through the questionnaire that was filled out by the intermediate Iranian foreign language learners (EFL) who had a language course in one of the Iranian MOOCs. To explore what LMOOC contextual factors could shape language learners' persistence and boredom in this context. A bi-symmetric approach was used to analyze the study data, where the symmetrical part applied a partial least squares modeling approach and showed that the more interaction language learners have with one another, the more likely they will perceive LMOOC content as aligned with their future goals, and the more likely they will persist. Although Necessary Conditional Analysis (NCA) revealed that language learners' persistence in LMOOCs requires at least seven conditions, including the presence of environmental antecedents and cognitive appraisals, The results of this study have led to the development of a new conceptual model of LMOOCs within the context of LMOOCs, Computer Assisted Language Learning (CALL). We have made several recommendations for developing LMOOCs based on cMOOCs, given that language learners' interactions significantly influence their course persistence, and further development in this area can showcase their persistence.