Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students

ABSTRACT

The study seeks to conceptualise foreign language learning burnout and provide its corresponding measurement. The 15-item Maslach Burnout Inventory-Student Survey (MBI-SS) was rephrased to fit an English-as-a-Foreign-Language (EFL) learning context. The modified MBI-SS was then assessed among 1718 Chinese secondary EFL students. A final 10-item Maslach Burnout Inventory-EFL Student Survey was obtained based on a series of reliability (e.g. item analysis, internal consistency) and validity (construct validity, convergent validity, and criterion validity) test results. According to the confirmatory factor analysis results, foreign language learning burnout is a three-dimensional construct encompassing Exhaustion, Cynicism, and Reduced Efficacy, confirming the invariance of the original tri-factorial structure of the MBI-SS. In addition, participants reported low levels of foreign language learning burnout, Exhaustion, Cynicism, and Reduced Efficacy. Possible reasons for foreign language learning burnout were discussed with reference to the FL educational context in China. We also proposed directions for future research.

KEYWORDS:

• Student burnout
• foreign language learning burnout
• Maslach Burnout Inventory-EFL Student Survey
• EFL learning
• emotion
• positive psychology

Acknowledgments

We wish to thank all the participants for their cooperation and support in the study. Sincere thanks also go to the school principals and English teachers who were involved in the data collection. Finally, we would like to express our gratitude to the anonymous reviewers, and the JMMD editor for their helpful and constructive comments. We are responsible for any limitations and errors.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The study was supported by the National Social Science Foundation (Youth Project) of China 2019 (grant number 19CYY017) and the Fundamental Research Funds for the Central Universities in China (grant number 2019kfyXJJS150).