Being motivated and experiencing burnout during study is a common occurrence, and there appears to be a number of dimensions in which they are related. Despite having the most sophisticated educational frameworks, students always rely on their own motivation to meet their learning goals and avoid burnout at the same time. However, motivation is the driving force behind learning and can act as a mediator in reducing burnout in students. Hence, this study investigates the balancing motivation and burnout in the learning of foreign languages. A quantitative method is used to explore the relation of motivation and burnout in the learning of foreign languages. The data was collected using a five-point Likert scale survey adapted from (Pintrich & DeGroot, 1990; Campos, et al., 2011). There are four sections in the survey. Section A are items on the demographic profile, Section B are 24 items on motivational factors and Section C are the 16 items on burnout factors. 125 undergraduate students studying French at a public university in Malaysia were selected using purposive sampling to answer the survey. The study found that task beliefs and extrinsic motivation drive learners more than intrinsic motivation. Though students are motivated, they are also found to be burned out. This demonstrates the connection between motivation and burnout. The data evaluated using SPSS further supports this, demonstrating a moderate positive correlation between motivation and burnout. The results indicated a significant pedagogical outcome and issued invaluable aspects and future research exploring the correlation between motivation and burnout in the learning of foreign languages is recommended.
Albayrak, H., & ?ENER, T. (2021). The relationship between participation in extracurricular activities and motivation of foreign language learning. International Journal of Psychology and Educational Studies, 8(2), 122-132. DOI:10.52380/ijpes.2021.8.2.390
Al-Hoorie, A. H., & MacIntyre, P. D. (Eds.). (2020). Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Bristol, UK: Multilingual Matters. ISBN: 9781788925211
Campos, J. A. D. B., Zucoloto, M. L., Bonafé, F. S. S., Jordani, P. C., and Maroco, J. (2011) Reliability and Validity of Self-Reported Burnout in College Students: A Cross Randomized Comparison of Paper-and-Pencil vs. Online Administration. Computers in Human Behavior, 27, 1875-1883.
https://doi.org/10.1016/j.chb.2011.04.011
Caruso, G. (2019). Facing EL teachers’ burnout through motivation. Journal of Pedagogical Research, 3(1), 1-14. https://doi.org/10.33902/JPR.2019.0
Chengchen, L., Lawrence, J. Z., & Guiying, J. (2021): Conceptualisationand measurement of foreign language learning burnout among Chinese EFL students, Journal of Multilingual
and Multicultural Development, https://doi.org/10.1080/01434632.2021.1931246
Dörnyei, Z. (1994). Understanding L2 motivation: On with the challenge!. The modern language journal, 78(4), 515-523. DOI:10.1111/j.1540-4781.1994.tb02071.x
Gardner, R. C. (1988). Attitudes and motivation. Annual review of applied linguistics, 9, 135-148. DOI: https://doi.org/10.1017/S0267190500000854
Gardner, R. C. (2014). Attitudes and motivation in second language learning. In Bilingualism, multiculturalism, and second language learning, 43-63. Psychology Press. DOI:10.1016/B0-08-044854-2/00625-8
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language
acquisition. Canadian Journal of Psychology / Revue canadienne de psychologie, 13(4), 266–272. https://doi.org/10.1037/h0083787
Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks 1. The Modern Language Journal, 78(3), 359-368. https://doi.org/10.2307/330113
Hashim, Z. M., Muhyiddin, A., Abdullah, I. D. K., Baharuddin, N. H., Idrus, M. M., & Rahmat, N. H. (2023). Learners’ Motivation: Stimulus or
Stress?http://dx.doi.org/10.6007/IJARBSS/v13-i9/17748
Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Kaharudin, N., Hamid, N. H. A., Zainuddin, N. M., & Rahmat, N. H. (2023). The Influence of Burnout on Motivational Component in Learning Mathematics: A Case Study. International Journal of Academic Research in Business and Social Sciences, 13 (9), 563 – 579.
Karimi, M. N., Fallah, N.(2021). Academic burnout, shame, intrinsic motivation and teacher affective support among Iranian EFL learners: A structural equation modeling approach. Curr Psychol 40, 2026–2037 (2021). https://doi.org/10.1007/s12144-019-0138-2
Li, C., Zhang, L. J., & Jiang, G. (2021). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, 1-15. https://doi.org/10.1080/01434632.2021.1931246
Liu, X. (2023). Examining student burnout causes among English as a foreign language students: focus on school climate and student growth mindset. Frontiers in Psychology, 14, 1166408. https://doi.org/10.3389/fpsyg.2023.1166408
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta?analysis of studies conducted by Gardner and associates. Language learning, 53(S1), 167-210. DOI:10.1111/1467-9922.00227
Nazri, N. A., Muhammad, F. H., Suhaimi, S. N. Y. S., Hasnor, H. N., Saidin, N., Ngah, S., &
Rahmat, N. H. (2023). What is The Relationship between Burnout and Motivation to Learn? International Journal of Academic Research in Business and Social Sciences, 13(8), 1596 –1614.
Pintrich, P. R., & De Groot E. V. (1990). Motivational and self-regulated learning Components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Rahmat, N. H., Sukimin, I. S., Sim, M. S., Anuar, M., & Mohandas, E. S. (2021). Online Learning Motivation and Satisfaction: A Case Study of Undergraduates vs Postgraduates. International Journal of Asian Social Science, 11(2), 88–97. https://doi.org/10.18488/journal.1.2021.112.88.97
Samaie, M., Sahragard, R., & Parhizkar, R. (2006). A critical analysis of learning and teaching goals in Gardner's Theory of Attitudes and Motivation. Asian EFL Journal, 8(4), 151-191. https://www.asian-efl-journal.com/December_2006_EBook.pdf#page=151
Sato, M., Fernández Castillo, F., & Oyanedel, J. C. (2022). Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?. Frontiers in psychology, 13, 891452. https://doi.org/10.3389/fpsyg.2022.891452
Shazali, N. M., Yussoff, N. E., Fuzi, F. S. M., Kamarudin, N. A., Moulton, N. H., Mahmud, M. B. & Rahmat N. H. (2023). A Study of Relationship Between Learners’ Drive and Burnout. International Journal of Academic Research in Business and Social Sciences. 13(11). DOI:10.6007/IJARBSS/v13-i11/19150
Song, M. (2022). Chinese English as Foreign Language Teachers’ Self-Efficacy and Motivation as Predictors of Burnout. Frontiers in Psychology, 13, 899687.
https://doi.org/10.3389/fpsyg.2022.899687
Rostami, S., Ghanizadeh, A., & Ghonsooly, B. (2015). External Factors Affecting Second Language Motivation: The Role of Teacher Burnout and Family Influence. Iranian Journal of Applied Linguistics, 18, 165-187. DOI:10.18869/acadpub.ijal.18.2.165
Yu, X., Wang, Y., & Liu, F. (2022). Language learning motivation and burnout among English as a foreign language undergraduates: The moderating role of maladaptive emotion regulation strategies. Frontiers in Psychology, 13, 808118.
DOI:10.3389/fpsyg.2022.808118
Yusof, R., Harith, N. H. M., Lokman, A., Batau, M. F. A., Zain, Z. M., & Rahmat, N. H. (2023).
A Study of Perception on Students’ Motivation, Burnout and Reasons for Dropout. International Journal of Academic Research in Business and Social Sciences, 13 (7), 403 – 432.
