Abstract
This study seeks to explore the impact of learning burnout on university students’ English learning effect in the online environment. Through a large sample questionnaire survey, the study uses structural equation modelling to measure the interactions amongst university students’ English online learning burnout (EOLB), academic self-efficacy (AEE), and teacher emotional support (TES), thereby analysing and summarising the characteristics of their impacts on students’ online learning satisfaction. The results from the data analysis show that AEE plays a mediating role between students’ EOLB and learning satisfaction, and TES plays a moderating role between students’ EOLB and AEE, which all eventually influence students’ online learning effect manifested in aspects such as behaviour, cognition, and emotion. Given the results, the study further provides suggestions for alleviating university students’ EOLB, which can be used to optimise English online teaching design and learning practice.
Highlights
The new postpandemic era has called for reforms in English language teaching at higher education, keeping abreast of emerging modern techniques such as online teaching and artificial intelligence, to unbind the language courses from simple physical environment
These studies are by and large denoted by three interrelated trends: (1) the call for cross-sectional or longitudinal research to gauge the trajectory of learning burnout of students at different levels (Law, 2007; Zhang et al, 2013; Salmela-Aro and Read, 2017), (2) the need to examine the interaction between psychological variables implicated in language learning by bringing learning burnout discussion in line with other factors such as learning motivation and learning investment (Stoeber et al, 2011; Cazan, 2015; Sulea et al, 2015), and (3) the desire to explore the mechanism of how learning burnout would affect academic performance independently or in conjunction with learning input (Salanova et al, 2010; Fiorilli et al, 2017; Palos et al, 2019)
Online learning burnout entails a much complex system in which university students’ English learning behaviour (LB) and their mental process are interrelated and interacted with each other, which can affect online learning satisfaction (OLS) through the mediation of academic self-efficacy (AEE) and besides influence AEE moderated by teacher emotional support (TES)
Summary
The new postpandemic era has called for reforms in English language teaching at higher education, keeping abreast of emerging modern techniques such as online teaching and artificial intelligence, to unbind the language courses from simple physical environment. Within the last decade or so, learning burnout has increasingly gained its popularity and becomes a new research hotspot, which prompts a wealth of literature conceived in the context of educational psychology These studies are by and large denoted by three interrelated trends: (1) the call for cross-sectional or longitudinal research to gauge the trajectory of learning burnout of students at different levels (Law, 2007; Zhang et al, 2013; Salmela-Aro and Read, 2017), (2) the need to examine the interaction between psychological variables implicated in language learning by bringing learning burnout discussion in line with other factors such as learning motivation and learning investment (Stoeber et al, 2011; Cazan, 2015; Sulea et al, 2015), and (3) the desire to explore the mechanism of how learning burnout would affect academic performance independently or in conjunction with learning input (Salanova et al, 2010; Fiorilli et al, 2017; Palos et al, 2019). In recognition of the importance of this issue, this study seeks to use structural equation modelling (SEM) to measure and analyse the characteristics of and interactions amongst English learning burnout, AEE, and TES in online environment amongst Chinese university students, which may provide some insights into the promotion of English online learning outcome of this cohort
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