An Insight Into the Personal and Interpersonal Causes of Digital Burnout

Abstract

Digital burnout in education emerged as a contemporary issue that has become a significant concern for language teachers and students. Digital burnout is not only limited to the context of a global health crisis, such as the COVID-19 pandemic, but may also manifest in any personal breakdowns. The AHP analysis identified the top three factors that contribute to digital burnout in second language acquisition (SLA), such as constant access to the internet, pandemic-related psychological breakdown, and information overload. The study also revealed socially adverse emotional contagion as the fourth most influential factor; that is, when students see their peers and social circles as unmotivated and not engaging in meaningful activities, their own motivation tends to decline. As the second social dynamic, the lack of real face-to-face interaction, also constitutes the seventh factor overall contributing to digital burnout. Hence, a balanced presentation of online and in-person learning in all scenarios, if possible, is the best approach that aligns with human nature and thoroughly serves SLA.