Research Article
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Year 2025, Volume: 9 Issue: 1, 15 - 27, 29.06.2025

Esma Şenel

https://doi.org/10.51726/jlr.1575280

Abstract

References

  • Al-Samiri, R. A. (2021). English language teaching in Saudi Arabia in response to the COVID-19 pandemic: Challenges and positive outcomes. Arab World English Journal (AWEJ) Special Issue on COVID, 19.
  • Adıyaman, A., & Demir, Ç. (2021). The effect of stay at home days on the language learning motivation of foreign language students during the COVID-19 pandemic process. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (Ö9), 374-388.
  • Aldossari, S., & Altalhab, S. (2022). Distance Learning during COVID-19: EFL Students' Engagement and Motivation from Teachers' Perspective. English Language Teaching, 15(7), 85-109.
  • Andrade, D., Ribeiro, I. J., & Máté, O. (2023). Academic burnout among master and doctoral students during the COVID-19 pandemic. Scientific Reports, 13(1), 4745.
  • Balbay, S., & Erkan, G. (2021). Online language learning in times of crisis: Hindrance or opportunity?. Journal of Educational Technology and Online Learning, 4(3), 448-463.
  • Baş, B. (2024). Situation-specific motivational dispositions of EFL students and instructors in online teaching at the time of the COVID-19 pandemic (Doctoral dissertation, Bilkent University).
  • Bolatov, A. K., Seisembekov, T. Z., Askarova, A. Z., Baikanova, R. K., Smailova, D. S., & Fabbro, E. (2021). Online-learning due to COVID-19 improved mental health among medical students. Medical science educator, 31(1), 183-192.
  • Bui, Q. T. T., Bui, T. D. C., & Nguyen, Q. N. (2022, June). Factors Contributing to English as a Foreign Language Learners’ Academic Burnout: An Investigation Through the Lens of Cultural Historical Activity Theory. In Frontiers in Education (Vol. 7, p. 911910). Frontiers Media SA.
  • Chioma Jennifer, O. (2021). Academic motivation and self-esteem as correlates of academic achievement in English language among senior secondary school students in Imo State. Asian Journal of Education and Social Studies, 21(4), 35-43.
  • Cong, Y., Yang, L., & Ergün, A. L. P. (2024). Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis. Acta Psychologica, 248, 104394.
  • Çapri, B., Gündüz, B., & Gökçakan, Z. (2011). Maslach Tükenmişlik Envanteri-Öğrenci Formu'nun (MTE-ÖF) Türkçe'ye Uyarlamasi: Geçerlik Ve Güvenirlik Çalişmasi. Cukurova University Faculty of Education Journal, 40(1).
  • Çapulcuoğlu, U., & Gündüz, B. (2013). Lise öğrencilerinde tükenmişliğin cinsiyet, sınıf düzeyi, okul türü ve algılanan akademik başarı değişkenlerine göre incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 12-24.
  • David, A. (2010). Examining the relationship of personality and burnout in college students: The role of academic motivation. Educational measurement and evaluation review, 1, 90-104.
  • Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
  • Derakhshan, A., Eslami, Z. R., Curle, S., & Zhaleh, K. (2022). Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout. Studies in Second Language Learning and Teaching, 12(1), 87-115.
  • Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology and Online Learning, 4(2), 349-367.
  • Ertek, İ. E., Özkan, S., Candansayar, S., & İlhan, M. (2022). The impact of the COVID-19 pandemic on the mental health of medical students. Journal of Surgery and Medicine, 6(2), 162-167.
  • Ghanizadeh, A., & Jahedizadeh, S. (2015). De-motivators, burnout and language achievement in an Iranian EFL context. Journal of Teaching Language Skills, 34(3), 61-85.
  • Golembiewski, R. F., Sun, B. C., Lin, C. H., & Boudreau, R. A. (1995). Burnout among Taiwanese police: A cross-cultural replication of the phase model. Advances in International Comparative Management, 10, 145–162
  • Gonzalez-Ramirez, J., Mulqueen, K., Zealand, R., Silverstein, S., Mulqueen, C., & BuShell, S. (2021). Emergency online learning: college students' perceptions during the COVID-19 pandemic. College Student Journal, 55(1), 29-46.
  • He, L., Feng, L., & Ding, J. (2024). The Relationship between Perceived Teacher Emotional Support, Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement of Chinese EFL Learners. Sustainability, 16(13), 5542.
  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352.
  • Hartshorn, K. J., & McMurry, B. L. (2020). The effects of the COVID-19 pandemic on ESL learners and TESOL practitioners in the United States. International Journal of TESOL Studies, 2(2), 140-156.
  • Irgatoğlu, A., Sarıçoban, A., Özcan, M., & Dağbaşı, G. (2022). Learner autonomy and learning strategy use before and during the COVID-19 pandemic. Sustainability, 14(10), 6118.
  • Jackson, S. E., Schwab, R. L., & Schuler, R. S. (1986). Toward an understanding of the burnout phenomenon. Journal of applied psychology, 71(4), 630.
  • Juntunen, H., Tuominen, H., Viljaranta, J., Hirvonen, R., Toom, A., & Niemivirta, M. (2022). Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic. Educational Psychology, 42(10), 1241-1262.
  • Karagüven-Ünal, M. H. (2012). Akademik motivasyon ölçeğinin Türkçeye adaptasyonu. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2599-2620.
  • Karimi, M. N., & Fallah, N. (2021). Academic burnout, shame, intrinsic motivation and teacher affective support among Iranian EFL learners: A structural equation modeling approach. Current Psychology, 40, 2026-2037.
  • Kurt, A. (Ed.). (2023). Perspectives on Digital Burnout in Second Language Acquisition. IGI Global.
  • Kutsal, D., & Bilge, F. (2012). Lise öğrencilerinin tükenmişlik ve sosyal destek düzeyleri. Eğitim ve Bilim, 37(164).
  • Lee, I. (2021). The development of feedback literacy for writing teachers. Tesol Quarterly, 55(3), 1048-1059.
  • Leiter, M. P., Maslach, C., & Frame, K. (2014). Burnout. The encyclopedia of clinical psychology, 1-7.
  • Li, C., Zhang, L. J., & Jiang, G. (2024). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, 45(4), 906-920.
  • Malinauskas, R. K., & Pozeriene, J. (2020). Academic motivation among traditional and online university students. European journal of contemporary education, 9(3), 584-591.
  • Maslach, C. (1982). Burnout: The cost of caring. Englewood Cliffs, NJ: Prentice Hall
  • Maslach, C., & Leiter, M.P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. San Francisco: Jossey Bass
  • Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22.
  • Mihai, M., Albert, C. N., Mihai, V. C., & Dumitras, D. E. (2022). Emotional and social engagement in the English language classroom for higher education students in the COVID-19 online context. Sustainability, 14(8), 4527.
  • Mohammadi, S. D., Moslemi, Z., & Ghomi, M. (2021). The relationship between, academic motivation with academic burnout and academic achievement in students. Development Strategies in Medical Education, 8(2), 10-20.
  • Ozer, O., & Badem, N. (2022). Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 361-382.
  • Pisarik, C. T. (2009). Motivational orientation and burnout among undergraduate college students. College Student Journal, 43(4), 1238-1253.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
  • Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of cross-cultural psychology, 33(5), 464-481.
  • Schaufeli, W. B., & Taris, T. W. (2005) The conceptualization and measurement of burnout: common ground and worlds apart. Work and Stress, 19 (3), 256 62.
  • Seis, Z. (2023). The challenge EFL teachers face in Turkey: Burnout. Futurity Education, 3(2), 227-250.
  • Tang, Y. M., Chen, P. C., Law, K. M., Wu, C. H., Lau, Y. Y., Guan, J., & Ho, G. T. (2021). Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & education, 168, 104211.
  • Trigueros, R., Padilla, A., Aguilar-Parra, J. M., Mercader, I., López-Liria, R., & Rocamora, P. (2020). The influence of transformational teacher leadership on academic motivation and resilience, burnout and academic performance. International Journal of Environmental Research and Public Health, 17(20), 7687.
  • Tran, T. X., Vo, T. T. T., & Ho, C. (2023). From academic resilience to academic burnout among international university students during the post-COVID-19 new normal: An empirical study in Taiwan. Behavioral Sciences, 13(3), 206.
  • Vu, B. T., & Bosmans, G. (2021). Psychological impact of COVID-19 anxiety on learning burnout in Vietnamese students. School Psychology International, 42(5), 486-496.
  • Wang, J., Bu, L., Li, Y., Song, J., & Li, N. (2021). The mediating effect of academic engagement between psychological capital and academic burnout among nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 102, 104938.
  • Yuvayapan, F., & Yükselir, C. (2021). Exploring EFL Teachers’ Burnout Experiences in Online Learning. Yabancı Dil Öğretimine Genel Bir Bakış V, 75-84.
  • Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in psychology, 11, 592670.

An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level

Year 2025, Volume: 9 Issue: 1, 15 - 27, 29.06.2025

Esma Şenel

https://doi.org/10.51726/jlr.1575280

Abstract

While researchers have studied burnout and motivation separately, little attention has been paid to how these factors interact in language learning environments. Understanding the interplay between burnout and motivation in the EFL context is highly relevant in light of the widespread shift to online learning during the COVID-19 pandemic. Thus, this study investigates the burnout and academic motivation levels of EFL students in terms of gender and language level variables, focusing on learners’ experiences during the COVID-19 process. The study took place at a foundation university and 66 students from different language levels participated in this study. Data was collected through demographic information form, Academic Motivation Scale (2012) by Karagüven and Maslach Burnout Inventory-Student Form (2011) by Çapri, Gündüz, and Gökçakan. Descriptive statistics, independent samples t-test, Kruskal Wallis Test, and Pearson Correlation coefficient were used to analyze the data. The findings of the study indicated that students had quite high motivation even though they felt a high level of burnout. There was a significant difference between students’ academic motivation and depersonalization scores by gender variable. Kruskal-Wallis test findings on four language levels revealed that there was not a significant difference regarding academic motivation and burnout scores of the participants. Finally, there was no correlation between students’ academic motivation and burnout levels.

Keywords

Student burnout academic motivation online education COVID-19

Ethical Statement

I hereby declare that I abide by scientific ethics and academic rules in all stages of the research article I have prepared, which I refer to every quote that I use directly or indirectly in the study and that the works I use consist of those shown in the bibliography, and that I comply with the journal writing guide in my writing.

References

  • Al-Samiri, R. A. (2021). English language teaching in Saudi Arabia in response to the COVID-19 pandemic: Challenges and positive outcomes. Arab World English Journal (AWEJ) Special Issue on COVID, 19.
  • Adıyaman, A., & Demir, Ç. (2021). The effect of stay at home days on the language learning motivation of foreign language students during the COVID-19 pandemic process. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (Ö9), 374-388.
  • Aldossari, S., & Altalhab, S. (2022). Distance Learning during COVID-19: EFL Students' Engagement and Motivation from Teachers' Perspective. English Language Teaching, 15(7), 85-109.
  • Andrade, D., Ribeiro, I. J., & Máté, O. (2023). Academic burnout among master and doctoral students during the COVID-19 pandemic. Scientific Reports, 13(1), 4745.
  • Balbay, S., & Erkan, G. (2021). Online language learning in times of crisis: Hindrance or opportunity?. Journal of Educational Technology and Online Learning, 4(3), 448-463.
  • Baş, B. (2024). Situation-specific motivational dispositions of EFL students and instructors in online teaching at the time of the COVID-19 pandemic (Doctoral dissertation, Bilkent University).
  • Bolatov, A. K., Seisembekov, T. Z., Askarova, A. Z., Baikanova, R. K., Smailova, D. S., & Fabbro, E. (2021). Online-learning due to COVID-19 improved mental health among medical students. Medical science educator, 31(1), 183-192.
  • Bui, Q. T. T., Bui, T. D. C., & Nguyen, Q. N. (2022, June). Factors Contributing to English as a Foreign Language Learners’ Academic Burnout: An Investigation Through the Lens of Cultural Historical Activity Theory. In Frontiers in Education (Vol. 7, p. 911910). Frontiers Media SA.
  • Chioma Jennifer, O. (2021). Academic motivation and self-esteem as correlates of academic achievement in English language among senior secondary school students in Imo State. Asian Journal of Education and Social Studies, 21(4), 35-43.
  • Cong, Y., Yang, L., & Ergün, A. L. P. (2024). Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis. Acta Psychologica, 248, 104394.
  • Çapri, B., Gündüz, B., & Gökçakan, Z. (2011). Maslach Tükenmişlik Envanteri-Öğrenci Formu'nun (MTE-ÖF) Türkçe'ye Uyarlamasi: Geçerlik Ve Güvenirlik Çalişmasi. Cukurova University Faculty of Education Journal, 40(1).
  • Çapulcuoğlu, U., & Gündüz, B. (2013). Lise öğrencilerinde tükenmişliğin cinsiyet, sınıf düzeyi, okul türü ve algılanan akademik başarı değişkenlerine göre incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 12-24.
  • David, A. (2010). Examining the relationship of personality and burnout in college students: The role of academic motivation. Educational measurement and evaluation review, 1, 90-104.
  • Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
  • Derakhshan, A., Eslami, Z. R., Curle, S., & Zhaleh, K. (2022). Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout. Studies in Second Language Learning and Teaching, 12(1), 87-115.
  • Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology and Online Learning, 4(2), 349-367.
  • Ertek, İ. E., Özkan, S., Candansayar, S., & İlhan, M. (2022). The impact of the COVID-19 pandemic on the mental health of medical students. Journal of Surgery and Medicine, 6(2), 162-167.
  • Ghanizadeh, A., & Jahedizadeh, S. (2015). De-motivators, burnout and language achievement in an Iranian EFL context. Journal of Teaching Language Skills, 34(3), 61-85.
  • Golembiewski, R. F., Sun, B. C., Lin, C. H., & Boudreau, R. A. (1995). Burnout among Taiwanese police: A cross-cultural replication of the phase model. Advances in International Comparative Management, 10, 145–162
  • Gonzalez-Ramirez, J., Mulqueen, K., Zealand, R., Silverstein, S., Mulqueen, C., & BuShell, S. (2021). Emergency online learning: college students' perceptions during the COVID-19 pandemic. College Student Journal, 55(1), 29-46.
  • He, L., Feng, L., & Ding, J. (2024). The Relationship between Perceived Teacher Emotional Support, Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement of Chinese EFL Learners. Sustainability, 16(13), 5542.
  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352.
  • Hartshorn, K. J., & McMurry, B. L. (2020). The effects of the COVID-19 pandemic on ESL learners and TESOL practitioners in the United States. International Journal of TESOL Studies, 2(2), 140-156.
  • Irgatoğlu, A., Sarıçoban, A., Özcan, M., & Dağbaşı, G. (2022). Learner autonomy and learning strategy use before and during the COVID-19 pandemic. Sustainability, 14(10), 6118.
  • Jackson, S. E., Schwab, R. L., & Schuler, R. S. (1986). Toward an understanding of the burnout phenomenon. Journal of applied psychology, 71(4), 630.
  • Juntunen, H., Tuominen, H., Viljaranta, J., Hirvonen, R., Toom, A., & Niemivirta, M. (2022). Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic. Educational Psychology, 42(10), 1241-1262.
  • Karagüven-Ünal, M. H. (2012). Akademik motivasyon ölçeğinin Türkçeye adaptasyonu. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2599-2620.
  • Karimi, M. N., & Fallah, N. (2021). Academic burnout, shame, intrinsic motivation and teacher affective support among Iranian EFL learners: A structural equation modeling approach. Current Psychology, 40, 2026-2037.
  • Kurt, A. (Ed.). (2023). Perspectives on Digital Burnout in Second Language Acquisition. IGI Global.
  • Kutsal, D., & Bilge, F. (2012). Lise öğrencilerinin tükenmişlik ve sosyal destek düzeyleri. Eğitim ve Bilim, 37(164).
  • Lee, I. (2021). The development of feedback literacy for writing teachers. Tesol Quarterly, 55(3), 1048-1059.
  • Leiter, M. P., Maslach, C., & Frame, K. (2014). Burnout. The encyclopedia of clinical psychology, 1-7.
  • Li, C., Zhang, L. J., & Jiang, G. (2024). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, 45(4), 906-920.
  • Malinauskas, R. K., & Pozeriene, J. (2020). Academic motivation among traditional and online university students. European journal of contemporary education, 9(3), 584-591.
  • Maslach, C. (1982). Burnout: The cost of caring. Englewood Cliffs, NJ: Prentice Hall
  • Maslach, C., & Leiter, M.P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. San Francisco: Jossey Bass
  • Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22.
  • Mihai, M., Albert, C. N., Mihai, V. C., & Dumitras, D. E. (2022). Emotional and social engagement in the English language classroom for higher education students in the COVID-19 online context. Sustainability, 14(8), 4527.
  • Mohammadi, S. D., Moslemi, Z., & Ghomi, M. (2021). The relationship between, academic motivation with academic burnout and academic achievement in students. Development Strategies in Medical Education, 8(2), 10-20.
  • Ozer, O., & Badem, N. (2022). Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 361-382.
  • Pisarik, C. T. (2009). Motivational orientation and burnout among undergraduate college students. College Student Journal, 43(4), 1238-1253.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
  • Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of cross-cultural psychology, 33(5), 464-481.
  • Schaufeli, W. B., & Taris, T. W. (2005) The conceptualization and measurement of burnout: common ground and worlds apart. Work and Stress, 19 (3), 256 62.
  • Seis, Z. (2023). The challenge EFL teachers face in Turkey: Burnout. Futurity Education, 3(2), 227-250.
  • Tang, Y. M., Chen, P. C., Law, K. M., Wu, C. H., Lau, Y. Y., Guan, J., & Ho, G. T. (2021). Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & education, 168, 104211.
  • Trigueros, R., Padilla, A., Aguilar-Parra, J. M., Mercader, I., López-Liria, R., & Rocamora, P. (2020). The influence of transformational teacher leadership on academic motivation and resilience, burnout and academic performance. International Journal of Environmental Research and Public Health, 17(20), 7687.
  • Tran, T. X., Vo, T. T. T., & Ho, C. (2023). From academic resilience to academic burnout among international university students during the post-COVID-19 new normal: An empirical study in Taiwan. Behavioral Sciences, 13(3), 206.
  • Vu, B. T., & Bosmans, G. (2021). Psychological impact of COVID-19 anxiety on learning burnout in Vietnamese students. School Psychology International, 42(5), 486-496.
  • Wang, J., Bu, L., Li, Y., Song, J., & Li, N. (2021). The mediating effect of academic engagement between psychological capital and academic burnout among nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 102, 104938.
  • Yuvayapan, F., & Yükselir, C. (2021). Exploring EFL Teachers’ Burnout Experiences in Online Learning. Yabancı Dil Öğretimine Genel Bir Bakış V, 75-84.
  • Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in psychology, 11, 592670.
There are 52 citations in total.

Details

Primary Language English
Subjects Applied Linguistics and Educational Linguistics
Journal Section Articles
Authors

Esma Şenel 0000-0002-5301-0830

Publication Date June 29, 2025
Submission Date October 28, 2024
Acceptance Date February 9, 2025
Published in Issue Year 2025 Volume: 9 Issue: 1

Cite

APA Şenel, E. (2025). An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level. Journal of Language Research, 9(1), 15-27. https://doi.org/10.51726/jlr.1575280
AMA Şenel E. An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level. JLR. June 2025;9(1):15-27. doi:10.51726/jlr.1575280
Chicago Şenel, Esma. “An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level”. Journal of Language Research 9, no. 1 (June 2025): 15-27. https://doi.org/10.51726/jlr.1575280.
EndNote Şenel E (June 1, 2025) An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level. Journal of Language Research 9 1 15–27.
IEEE E. Şenel, “An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level”, JLR, vol. 9, no. 1, pp. 15–27, 2025, doi: 10.51726/jlr.1575280.
ISNAD Şenel, Esma. “An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level”. Journal of Language Research 9/1 (June 2025), 15-27. https://doi.org/10.51726/jlr.1575280.
JAMA Şenel E. An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level. JLR. 2025;9:15–27.
MLA Şenel, Esma. “An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level”. Journal of Language Research, vol. 9, no. 1, 2025, pp. 15-27, doi:10.51726/jlr.1575280.
Vancouver Şenel E. An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level. JLR. 2025;9(1):15-27.
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