Differences in EFL Learners Burnout Levels and Re
Differences in EFL Learners Burnout Levels and Re
Differences in EFL Learners Burnout Levels and Re
ExELL (Explorations in English Language and Linguistics)
8.2 (2020): 185-219
DOI: 10.2478/exell-2021-0004
Original scientific article
Abstract
The main aim of education is to provide students with academic knowledge and skills. In this
process, some students experience burnout, which negatively affects their productivity and
effectiveness. This study experimentally examines the impact of mindfulness-based instruction
on burnout and students’ achievement in receptive language skills among 64 learners of English
as a foreign language (EFL) via a mixed-methods approach (QUAN→ qual) within a single
framework. The techniques implemented in the experimental group, i. e. 32 participants, in-
cluded observance of all experience, analyzing, planning, judging, reasoning, and fantasizing (van
Vreeswijk et al., 2014). Furthermore, the techniques were inspired by Pirson et al. (2012) concep-
tualization that mindfulness comprises novelty producing, novelty seeking, engagement, and
flexibility. The results of posttest revealed these techniques efficiently enhanced the above-
mentioned variables.
Keywords: : EFL learners; mindfulness-based intervention; burnout.
1. Introduction
Universal Declaration of Human Rights has formally recognized education
as a human right in 1948 (UNICEF, 2007). Education as a guidance empow-
ers humans to know how to face failure, to get success in their life, and to
stand on their own feet. A good education makes them acquire new skills,
techniques and knowledge so as to provide opportunities for personal, pro-
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2.1. Mindfulness
Mindfulness considered as an organizationally relevant social psychological
concept (Albert, 1990) has two main approaches. The Eastern approach to
mindfulness, closely related to the practice of meditation and westernized
by Professor Jon Kabat-Zinn, focuses on present-based attention and a non-
evaluative perspective (Kabat-Zinn, 2011). The Western approach to mind-
fulness which was developed by social psychologist Ellen Langer defines
mindfulness as the process of drawing novel distinction. This perspective
encompasses three contexts of individuals: external, material, and social
(Langer, 1989). Langer (1989) suggested that, in this socio-cognitive ap-
proach to mindfulness, a person actively engages in creating novel catego-
ries and distinctions due to her/his open mindset towards novelty.
In the social-cognitive approach to mindfulness, novel distinction and
appreciation of novelties result in an active mindset in which people are
contextually and environmentally sensitive, are in the present moment, no-
tice big and subtle changes, welcome novelties, construct new categories for
structuring perception, and have behaviour guided but not governed by
rules and routines (Langer & Moldoveanu, 2000). A mindful individual has
an alert state of all mental contents that consists of perceptions, sensations,
cognitions, and emotions (Walach et al., 2006) and makes changes in their
feelings and their behaviour about a given situation (Langer, 1990). When
such individuals pursue this learning agenda that could be very goal-
oriented, they present multiple perspectives nonjudgmentally resulting in
enhancing problem solving and other cognitive exercises (Langer, 1989) and
reducing the need for prior established categories, thereby fostering their
open mind (Langer, 1992).
Mindfulness enhances attention to, and awareness of experiences taking
place in the present moment (Kabat-Zinn, 2013). Awareness refers to an
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ability that makes individual capable of monitoring the inner and outer en-
vironment and context constantly, in other words, it is the background radar
of consciousness (Brown & Ryan, 2003). On the other hand, attention refers
to an ability that helps individual in the process of having focus of con-
sciousness on her/his limited experience (Brown & Ryan, 2003). As such,
mindfulness can be seen as a state of openness, reception, and non-
evaluation of mind (Kabat-Zinn, 1990). Pirson et al. (2012) explicitly stated
that attention and awareness underlie engagement, one of the principal sub-
factors of mindfulness. The higher level of mindfulness, the higher likeli-
hood of flow experiences (Csikszentmihalyi, 1996), and the more meaningful
personal engagement will be (Alexander & Langer, 1990).
The mindful individuals with flexible mindsets present multiple perspec-
tives of distinctions/ categories in the present moment rather than adhering
to a single perspective of categories drawn in the past (Langer, 2009). Mind-
fulness helps to act non-automatically, not to be oblivious to context or per-
spective (Langer, 2009), to reduce automaticity and habitual actions to what
arises in the mind, and to allow for much more responses (Kabat-Zinn,
1990). Mindlessness, by contrast, follows routinized and automatic behav-
iour that has an effect on the decision-making process since it prevents peo-
ple from responding with an open mind (Langer, 2009). It could inhibit intu-
ition, creativity, and reception of novel information and perspectives (Lang-
er, 2009). Langer (2009) emphasized that mindfulness is a result of develop-
ing the constant repetition of mindsets of categories, associations, and habits
of thought during childhood and academic years.
Hayes & Feldman (2004) reported that mindfulness-based interventions
reduce anxiety via raining awareness in the present moment and focusing
on favourable intrinsic and extrinsic incentives. To Carbonero (as cited in
Franco et al., 2011), anxiety depreciates academic attainment since it is a
direct outcome of concentrating attention on negative emotions and percep-
tions about one’s ability to succeed, rather than focusing on the task at hand.
Generally, mindfulness-based interventions have been found to have a facili-
tative role in academic performance and general wellbeing (Hall, 1999).
2.2. Burnout
Maslach & Jackson (1986) presented the most widely used definition of
burnout. These authors described burnout as a syndrome of three states of
emotional exhaustion, depersonalization, and reduced personal accom-
plishment. When some researchers such as Freudenberger (1974, 1975) and
Maslach and her colleagues (Maslach, 1976; Pines & Maslach, 1978) intro-
duced the burnout construct, burnout has become a popular subject over the
years. This popularity led to the development of burnout instruments; for
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example, the MBI (Maslach Burnout Inventory) questionnaire has three sub-
scales: emotional exhaustion, depersonalization, and reduced personal ac-
complishment. Emotional exhaustion refers to the feeling of depletion or
draining of one's emotional resources, considered as the essential individual
stress component of the syndrome (Maslach, 1998). Depersonalization,
which refers to the development of negative, callous, and cynical outlook
towards other people at work, is regarded as the interpersonal component of
burnout (Maslach, 1998). Reduced personal accomplishment referring to the
tendency to the negative evaluation of one’s work and to the decline in one's
competence and productivity, represents the self-evaluation component of
burnout (Maslach, 1998).
Like Maslach & Jackson (1986), the study by Pines & Aronson (1988) sug-
gests that burnout refers to a state of physical, emotional, and mental ex-
haustion that a person displays when one involves in situations for a long
time that are emotionally demanding. Physical exhaustion refers to reduced
energy and chronic fatigue, weakness, and various physical and psychoso-
matic complaints. Emotional exhaustion refers to the feeling of hopelessness,
helplessness, and entrapment. Mental exhaustion represents a negative out-
look towards an individual’s self, work, and life (Pines & Aronson, 1988).
Burnout leads to the tendency to low commitment, absenteeism, reduced
productivity, and low morale (Cordes & Dougherty, 1993).
There are two classifications of burnout: 1) active burnout, which is asso-
ciated with external variables and 2) passive burnout, which is related to
internal variables (Gillespie, 1982). Development of active burnout has been
related to the existence of environmental factors and an external locus of
control like family members (Meyer, 1982). The existence of internal strug-
gles that are often developed from unresolved personal and/or work issues
can contribute to development of passive burnout. Leiter & Maslach (1988)
suggest that development of burnout occurs sequentially in three distinctive
phases such as emotional exhaustion, depersonalization, and negative be-
liefs about personal accomplishments.
Sofield & Juliano (2000) offered a somewhat different approach presum-
ing that burnout develops in four stages. Individuals in the initial stage are
stressful, forgetful, persistently irritable and anxious, and are incapable of
concentrating (Girdin et al., 1996). In the second stage of burnout, they have
tardiness for work, procrastination, or are late in completing their work as-
signments (Girdin et al., 1996). The main characteristic of the third stage of
burnout is that they suffer from the underlying depression (Sofield & Juli-
ano, 2000). During the final stage of burnout, the terminal cynicism becomes
evident in which they are unable to accept help and assistance from others,
especially friends or loved ones, so that they usually need specialized pro-
fessional help (Sofield & Juliano, 2000). In educational domain, it has been
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3. Method
3.1. Design of the study
This quasi-experimental research was conducted in a mixed-method ap-
proach and the data collection was carried out in two quantitative and quali-
tative phases. The mix-method approach was used in order to enhance relia-
bility and validity.
In the study, the following research questions were investigated:
1. Does mindfulness-based instruction influence EFL learners’ burnout?
2. Does mindfulness-based instruction influence EFL learners’ receptive
skills (reading and writing)?
3.2. Participants
Since there were two phases in data collection, the two sets of participants
are described separately as follows.
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3.3. Instruments
For collecting data, a language test and the following questionnaire were
used in this study.
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3.4. Procedure
In this study, the quantitative and qualitative methods were used.
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3.4.2. Interview
In the second phase, in order to capture the quality of the mindfulness-based
techniques as classroom activities and explore students’ attitudes and
reactions towards these techniques in the two experimental classes, the
qualitative part was carried out by interviewing five participants of the
experimental groups who were chosen randomly. They were asked to
articulate about their experiences, and to explain whether mindfulness-
based techniques had any impact on their attitudes and perceptions, and
how it facilitated their learning process. The interviews were recorded and
analyzed accordingly.
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4. Results
4.1. The results of the quantitative phase
4.1.1. The results of the pretest
To examine the existence of any significant difference between control and
experimental groups on their language proficiency level (in receptive skills),
an independent samples t-test was used. Table 2 shows the descriptive
results of proficiency test assessed via IELTS in the two groups. As the table
indicates, the mean scores of proficiency in the two groups do not differ
greatly: control (M=9.91, SD= .82), experimental (M=9.94, SD=.80).
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Levene's Test
for Equality of
Variances
Identical analysis was carried out for burnout. Table 4 displays the
descriptive statistics of burnout in the pre-test. As the table reveals, the mean
scores of burnout in the two groups are slightly different: control (M=32.38,
SD=7 .41), experimental (M=31.13, SD=7.01).
Std. Error
Groups N Mean Std. Deviation Mean
Pre- Control 32 32.38 7.42 1.31
Burnout Experimental 32 31.13 7.01 1.24
Levene's Test
for Equality
of Variances
Sig.
(2- Mean Std. Error
F Sig. t df tailed) DifferenceDifference
Pre_
.28 .59 .69 62 .49 1.25 1.80
Burnout
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Std. Error
Groups N Mean Std. Deviation Mean
Post- Control 32 10.31 .74 .13
IELTS Experimental 32 12.47 1.13 .20
These findings are also presented visually in the following bar graph
(Figure 2). As the figure shows, the mean score of IELTS in experimental
group is higher than that of the control group.
Figure 2: The mean scores of the IELTS across the two groups.
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effect size calculated via Cohen’s d was found to be -2.26 which is a high
magnitude according to Cohen’s d index. In other words, the two groups are
significantly different regarding their level of reading and writing
achievement. This is an indication of the efficiency of the treatment
employed in the experimental group.
Levene’s
Test for
Equality
of Vari-
ances
Sig.
(2- Mean Std. Error
F Sig. t df tailed) DifferenceDifference
Post
8.88 .00 -9.00 62 .00 -2.15 .24
IELTS
Std. Error
Groups N Mean Std. Deviation Mean
Post- Control 32 36.56 9.83 1.74
Burnout Experimental 32 22.06 3.48 .62
To have a more vivid picture of the above finding, the bar graph of the
mean scores of burnout of control and experimental groups in post-test was
generated. Figure 3 illustrates the bar graph. As can be seen, students in
experimental group displayed lower level of burnout.
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As the figure shows, this type of instruction had great impact on EFL
students’ cynicism. The codes and parent codes are depicted in Figure 7.
Figure 7. The codes and sub codes of the mindfulness-based instruction role
in cynicism
Figure 7 reveals all codes that can be regarded as the most significant
effects of mindfulness on cynicism. These codes are ordered in the following
list:
1. Analysis of the words and sentences
2. Exploring the association among the four skills
3. Doing group work and collaborative learning
4. Using peer correction
5. Having question and answer exchanges
6. Having equal chance to take part in class activities
7. Using self-assessment
7.1.1. Teacher as facilitator not the authority
7.1.2. Student as problem solver not the receiver of knowledge
8. Eager to continue leaning
8.1. To become an English teacher
8.2. To become a translator
8.3. To get a high score in IELTS exam
8.4. To go abroad
9. Positive competition
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10. Planning
11. Watching movies with and without subtitle
12. Increasing students’ autonomy
13. Being able to think in English
14. Active participation and volunteer work
15. Expressing feelings better
16. Positive perceptions towards classroom activities
17. Providing justification and reason for anything said
18. Automatic performance of the course tasks
19. Activating the mind by asking questions
The last part focused on the effect of mindfulness-based instruction on
students’ academic inefficacy. Figure 8 demonstrates all the effects that came
into play as the result of mindfulness-based instruction.
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Figure 9: The codes and sub codes of the mindfulness-based instruction role
in academic inefficacy
As the figure illustrates, this type of instruction had great impact on EFL
students’ academic inefficacy. The codes and parent codes are depicted in
Figure 9.
Figure 9 revealed all codes that can be regarded as the most significant
effects of mindfulness on academic inefficacy. These codes are ordered in the
following list:
1. Improving writing skill
1.1. Writing correct sentences in IELTS writing exam
1.2. Writing novel sentences
1.3. Writing English poems
1.4. Improving spelling by creating mental images
1.5. Punctuation
1.6. Writing with a higher speed
2. Improving speaking skill
2.1. By recording my voice
2.2. In both accuracy and fluency
3. Improving listening skill
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5. Discussion
According to Vreeswijk et al. (2014), mindfulness training equips people for
success in life to become fully-functioning persons of the society and, fur-
thermore, upon the above-mentioned definition of Pirson et al. (2012), four
key sub-factors of mindfulness are novelty seeking, novelty producing, flex-
ibility and engagement. Inspired by these contentions and definitions, in the
present study, the researchers conjectured that mindfulness-based interven-
tion would have positive impacts on burnout depletion and language
achievement.
To investigate the hypotheses of this study, this study utilized a quasi-
experimental design among 64 EFL learners. The results of posttest showed
that there was a significant difference in control and experimental groups
regarding the level of their burnout under the influence of mindfulness-
based techniques. In other words, the efficiency of mindfulness-based tech-
nique utilized in the experimental groups resulted in burnout depletion. The
results of qualitative phase were also in line with the findings of the quanti-
tative phase. The above finding corroborates previous research. For exam-
ple, some interventions such as the Cultivating Awareness and Resilience in
Education (CARE) program and the Stress Management and Relaxation
Techniques (SMART)-in-Education program indicated that the regulation of
concentration and awareness could reduce burnout (Jennings et al., 2011;
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6. Pedagogical implications
The findings of the present study have important implications for teachers,
educational policy-makers, and materials developers. They must
acknowledge the idea that mindfulness training acts as a buffer for teachers
that have great concerns about how they should teach in their classes. As
such, educationalists and policy makers should adopt mindfulness-based
interventions (MBIs) as a part of educational programming and inject mind-
fulness in the classroom so that students are equipped with abilities condu-
cive to success during their academic endeavors and in their lives to become
fully-functioning persons of the society. Moreover, materials developers can
design textbooks and tasks based on mindfulness-based instruction to en-
hance students’ burnout and help them learn in an appropriate classroom
environment.
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7. Conclusions
Taken together, the present study demonstrated the efficiency of mindful-
ness-based instruction in promoting various aspects of EFL learners’ learn-
ing, including cognitive, metacognitive, and motivational dimensions. In-
deed, mindfulness helps reduce stress levels and positively affects individu-
als’ meta-cognition, executive functioning, focus and attention, academic
achievement, social skills, range of knowledge in regards to emotions, emo-
tion regulation skills, and self-efficacy resulting in standing up to unfavora-
ble situations and scenarios (Albrecht, 2014; Burke, 2010; Carelse, 2013; Co-
holic, 2011). In the current study, it can be seen that one-minute motivational
movies not only relieved students’ stress and burnout, and provided posi-
tive energy, but also could empower students with positive and promising
stance, and higher levels of creativity and originality in their writing and
speaking. Such students are more likely to achieve a positive view on them-
selves, their English learning, their academic performance, and their en-
gagement in learning, as they hope to continue studying English in the fu-
ture in order to achieve a higher grade in an IELTS exam. Indeed, they see
their academic achievement in the course based on the differences of scores
at the beginning and at the end of the term. All in all, it can safely be con-
cluded that mindfulness-based intervention has the potential to influence all
aspects of learning, including cognitive, metacognitive, motivational, and
emotional dimensions.
The present quasi-experimental study intended to explore the effect of
mindfulness-based instruction on EFL students’ burnout and language
achievement in Mashhad, Iran, based on questionnaires and interviews. The
study also offers some recommendations for future research. This study can
be replicated in different ways. First, it can use a larger sample so that some
other factors may be discovered and it can benefit from more generalizabil-
ity. Second, it can be carried out in other cities in Iran or in other countries.
Third, there is a need to replicate the study in the context of public schools
creating the opportunity to compare and contrast the results with each other.
It is also worthwhile to conduct a study on the effect of this type of instruc-
tion on other pertinent constructs.
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Haniyeh Moghadam, Afsaneh Ghanizadeh & Behzad Ghonsooly: Differences in EFL learners’ burnout
levels and receptive language skills with regard to the mindfulness-based instruction
Authors’ addresses
Hanieh Moghadam
Daneshgah Ave, English Department, Imam Reza International University,
Mashhad, Iran
P.O. box: 9138833186
e-mail h.moghadam62@gmail.com
Afsaneh Ghanizadeh
Daneshgah Ave, English Department, Imam Reza International University,
Mashhad, Iran
P.O. box: 9138833186
e-mail: afsanehghanizadeh@gmail.com; a.ghanizadeh@imamreza.ac.ir
Behzad Ghonsooly
Park Square, English Department, Ferdowsi University of Mashhad, Iran
e-mail: ghonsooly@um.ac.ir
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Haniyeh Moghadam, Afsaneh Ghanizadeh & Behzad Ghonsooly: Differences in EFL learners’ burnout
levels and receptive language skills with regard to the mindfulness-based instruction
Appendices
Questionnaire 1
Somewhat Disagree
us gain a better understanding of your views
Strongly disagree
Somewhat Agree
concerning teaching. Your answers are confidential.
Strongly agree
Please circle your respond to the items.
Disagree
Agree
1 I like to investigate things. 1 2 3 4 5 6 7
2 I generate few novel ideas. 1 2 3 4 5 6 7
3 I make many novel contributions. 1 2 3 4 5 6 7
4 I seldom notice what other people are up to. 1 2 3 4 5 6 7
5 I avoid thought provoking conversations. 1 2 3 4 5 6 7
6 I am very creative. 1 2 3 4 5 6 7
7 I am very curious. 1 2 3 4 5 6 7
8 I try to think of new ways of doing things. 1 2 3 4 5 6 7
9 I am rarely aware of changes. 1 2 3 4 5 6 7
10 I like to be challenged intellectually. 1 2 3 4 5 6 7
11 I find it easy to create new and effective 1 2 3 4 5 6 7
ideas.
12 I am rarely alert to new developments. 1 2 3 4 5 6 7
13 I like to figure out how things work. 1 2 3 4 5 6 7
14 I am not an original thinker. 1 2 3 4 5 6 7
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levels and receptive language skills with regard to the mindfulness-based instruction
Questionnaire 2
Sometimes
Directions: This questionnaire is designed to help us
gain a better understanding of your views concerning
Seldom
Always
Never
Often
teaching. Your answers are confidential.
Please circle your respond to the items.
1 I feel emotionally drained by my studies. 1 2 3 4 5
2 I have become less interested in my studies since
1 2 3 4 5
my enrollment at the school.
3 I can effectively solve the problems that arise in
1 2 3 4 5
my studies.
4 I feel used up at the end of a day at school. 1 2 3 4 5
5 I have become less enthusiastic about my
1 2 3 4 5
studies.
6 I believe that I make an effective contribution to
1 2 3 4 5
the classes that I attend.
7 I feel burned out from my studies. 1 2 3 4 5
8 In my opinion, I am a good student. 1 2 3 4 5
9 I have learned many interesting things during
1 2 3 4 5
the course of my studies.
10 I feel tired when I get up in the morning and I
1 2 3 4 5
have to face another day at school.
11 I have become more cynical about the potential
1 2 3 4 5
usefulness of my studies.
12 I feel stimulated when I achieve my study goals. 1 2 3 4 5
13 Studying or attending a class is really a strain for
1 2 3 4 5
me.
14 I doubt the significance of my studies. 1 2 3 4 5
15 During class I feel confident that I am effective
1 2 3 4 5
in getting things done.
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List of Abbreviations
CARE: Cultivating Awareness and Resilience in Education
EFL: English as Foreign Language
IELTS: International English Language Testing System
LMS: Langer Mindfulness Scale
MBIs: Mindfulness-based interventions
MBI-SS: Maslach Burnout Inventory Student-Survey
SPSS: Statistical Package for the Social Sciences
SMART: Stress Management and Relaxation Techniques
UNICEF: United Nations International Child
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