ArticleFrontiers in psychology2023
An investigation into academic burnout, enjoyment and engagement in EFL learning among Chinese junior high school students.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Identifying foreign language learning burnout: latent profiles, cutoff points, and an explainable web-based calculator.Frontiers in psychology · 2026Article
- Smartphone addiction and learning engagement: a parallel mediation model of time management disposition and academic burnout among nursing undergraduates.Frontiers in psychology · 2026Article
- Modeling the relationships between growth language mindset, L2 grit, and foreign language learning burnout.BMC psychology · 2025Article
- Quantum psychology approach on enjoyment as mediator in relationship between L2 flow and engagement.Frontiers in psychology · 2025Article
- The impact of academic burnout on academic achievement: a moderated chain mediation effect from the Stimulus-Organism-Response perspective.Frontiers in psychology · 2025Article
- Academic buoyancy and academic engagement in English speaking learning among Chinese college students: the mediation of enjoyment and the moderation of anxiety.Frontiers in psychology · 2025Article
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Authors and funding
3 authors.
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Abstract
With the booming of Positive Psychology, a growing scholarly interest has emerged in language learners' psychological well-being. However, limited research has been conducted on the emotions of Chinese EFL learners. Therefore, this study aimed to quantitatively examine the burnout, enjoyment, and engagement levels among 387 junior high school EFL learners. The findings revealed that the students experienced low levels of burnout but high levels of enjoyment and engagement in learning. Furthermore, significant gender and grade differences were observed in these variables. The study also found strong negative associations between burnout and both enjoyment and engagement, along with significant positive correlations between enjoyment and engagement. Additionally, it was discovered that enjoyment, rather than burnout, significantly predicted English learning engagement. Interestingly, the study also revealed that enjoyment fully mediated the relationship between engagement and burnout. These findings highlight the importance of promoting enjoyment in order to reduce burnout and foster increased engagement among language learners. This article concludes with the theoretical and pedagogical implications for EFL instruction.
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