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<p>The wave of positive psychology in second language acquisition has highlighted the need to pay more attention to language learners’ psychological well-being (MacIntyre et al. in Mod Lang J 103(1):262–274, <a href="https://doi.org/10.1111/modl.12544">https://doi.org/10.1111/modl.12544</a>, 2019). The present study aimed to examine the level of foreign language learning burnout, a significant marker of individual well-being, as well as the role played in it by environmental resources (i.e., teacher support and peer support) and personal resources (i.e., ideal L2 self and ought-to L2 self) among EAP (English for Academic Purposes) learners. A convenience sample of 1105 EAP learners completed an online survey measuring these five variables. Structural equation modelling (SEM) was performed to test the hypothesized relationships among the variables. Results revealed that teacher support and peer support as well as ideal L2 self significantly and negatively predicted foreign language learning burnout, while ought-to L2 self was not a significant predictor. In addition, both teacher and peer support indirectly influenced foreign language learning burnout via the mediation of ideal L2 self. Implications for foreign language learning and teaching as well as suggestions for future research are discussed.</p>

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Unveiling the Predictive Effect of Perceived Social Support on Foreign Language Learning Burnout: The Mediating Role of L2 Selves

  • 期刊论文

  • 发表日期：

    2025年3月28日

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  • Tingting Xie,
  • Meihua Chen

摘要

The wave of positive psychology in second language acquisition has highlighted the need to pay more attention to language learners’ psychological well-being (MacIntyre et al. in Mod Lang J 103(1):262–274, https://doi.org/10.1111/modl.12544, 2019). The present study aimed to examine the level of foreign language learning burnout, a significant marker of individual well-being, as well as the role played in it by environmental resources (i.e., teacher support and peer support) and personal resources (i.e., ideal L2 self and ought-to L2 self) among EAP (English for Academic Purposes) learners. A convenience sample of 1105 EAP learners completed an online survey measuring these five variables. Structural equation modelling (SEM) was performed to test the hypothesized relationships among the variables. Results revealed that teacher support and peer support as well as ideal L2 self significantly and negatively predicted foreign language learning burnout, while ought-to L2 self was not a significant predictor. In addition, both teacher and peer support indirectly influenced foreign language learning burnout via the mediation of ideal L2 self. Implications for foreign language learning and teaching as well as suggestions for future research are discussed.