The Impact of Burnout on the Psychological Well-being of ESL Students in Higher Education Environment

Abstract

This quantitative study delved into the intricate relationship between language learning and psychological well-being, emphasising its importance in holistic educational approaches, specifically for English as a Second Language (ESL) learners only. The demanding nature of SLA is emphasised as a significant consequence, guiding this exploration within the theoretical framework of Maslach's theory of burnout. The quantitative study involved 207 ESL students, obtained through convenience sampling, in Karachi Pakistan, utilising the Maslach Burnout Inventory-English Student Survey and the Psychological Well-Being Scale to measure burnout and psychological well-being (PWB). The gathered data was analysed using SPSS version 25. The results reveal a significant negative correlation between psychological well-being and burnout, with burnout emerging as a significant negative predictor of students' psychological states. These findings emphasise the need for proactive strategies to address burnout in ESL education, promoting mental health and fostering supportive learning environments. Ultimately, this research contributes a growing body of literature to the field, emphasising the paramount importance of nurturing the well-being of ESL students as they navigate the path to language proficiency in our interconnected global society.