A Study 0f Students’ Motivation & Burnout in Learning English for Job Interviews

This study investigates the relationship between students’ motivation and burnout in learning English for job interviews. English proficiency is a crucial skill in securing employment, as it enhances communication, confidence, and overall job marketability. However, while motivation plays a vital role in language acquisition, burnout can negatively impact students’ learning experiences. This study employs a quantitative survey design with 213 undergraduate students from various disciplines. The instrument, consisting of three sections, examines motivational components (value, expectancy, and affective factors) and burnout factors (exhaustion and disengagement). Findings indicate that while students recognize the importance of English proficiency for job interviews, burnout significantly reduces their willingness to engage in sustained learning. The study concludes that a moderate positive correlation (r = .435, p = .000) exists between motivation and burnout. Pedagogical implications highlight the need for innovative teaching strategies to sustain motivation while mitigating burnout. Future research should explore intervention strategies to support students in managing language-learning fatigue.