Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction

Abstract

The main aim of education is to provide students with academic knowledge and skills. In this process, some students experience burnout, which negatively affects their productivity and effectiveness. This study experimentally examines the impact of mindfulness-based instruction on burnout and students’ achievement in receptive language skills among 64 learners of English as a foreign language (EFL) via a mixed-methods approach (QUAN→ qual) within a single framework. The techniques implemented in the experimental group, i. e. 32 participants, included observance of all experience, analyzing, planning, judging, reasoning, and fantasizing (van Vreeswijk et al., 2014). Furthermore, the techniques were inspired by Pirson et al. (2012) conceptualization that mindfulness comprises novelty producing, novelty seeking, engagement, and flexibility. The results of posttest revealed these techniques efficiently enhanced the abovementioned variables.

Classroom Enjoyment: Relations With EFL Students’ Disengagement and Burnout

“…Besides, students’ disengagement, as one of the broadest issues in teaching, burnout prevents learners from attaining their scholastic goals. Learners experience burnout when they overwork for a long time when they have no control over the circumstance, when they have little or no zeal for work, or when they have no reason to move on ( Moghadam et al, 2020 ). Indeed, burnout is characterized as a mental syndrome defined by gradual emotional malaise, loss of inspiration, and decreased excitement ( Vizoso et al, 2019 ).…”

English learning burnout: Scale validation in the Chinese context

“…For instance, Li et al (2021) explored the ELB of 1,718 Chinese secondary school students and developed a 10-item Maslach Burnout Inventory-English Student Survey based on the original 15-item MBI-SS. These endeavors to work on the constructs of ELB yielded a similar finding -that is, a trifactorial structure comprising exhaustion, cynicism and reduced efficacy (e.g., Jahedizadeh et al, 2015;Erakman and Mede, 2018;Moghadam et al, 2020;Li et al, 2021;. These constructs were defined by Maslach (1998) and Schaufeli et al (2002).…”

“…It was derived from job burnout (i.e., work burnout) in psychology and academic burnout (i.e., school burnout, student burnout or learning burnout) in general education. Almost all studies on ELB have defined it as a three-dimensional construct, comprising exhaustion, cynicism and reduced efficacy 1 ( Jahedizadeh et al, 2015 ; Erakman and Mede, 2018 ; Moghadam et al, 2020 ; Li et al, 2021 ; Liu et al, 2021 ), based on the validation of a trifactorial structure (i.e., exhaustion, cynicism and reduced efficacy) in research on work/job burnout and academic burnout ( Malakh-Pines et al, 1981 ; Maslach and Jackson, 1982 ; Maslach et al, 2001 ; Schaufeli et al, 2002 ; Bresó et al, 2007 ; Schaufeli et al, 2009 ; Maslach and Leiter, 2016 ).…”

“…However, ELB has not yet received significant research attention. The research topics of ELB cover explorations of the constructs of ELB and examinations of the levels of ELB subdimensions (e.g., Jahedizadeh et al, 2015 ; Erakman and Mede, 2018 ; Li et al, 2021 ) and its relationship with other factors (e.g., anxiety and mindfulness-based instruction; see Moghadam et al, 2020 ; Liu et al, 2021 ; Li, 2022 ).…”

“…The Maslach Burnout Inventory-Student Survey (MBI-SS; Schaufeli et al, 2002 ) has been widely used to assess academic burnout due to its good reliability and validity. Researchers in language education have either employed the original version of MBI-SS (e.g., Jahedizadeh et al, 2015 ; Erakman and Mede, 2018 ; Moghadam et al, 2020 ) or adapted the wordings to better fit the English context (e.g., Liu et al, 2021 ). There was also an attempt to develop an English-specific instrument measuring learners’ ELB.…”