Language Learning Burnout in University English Preparatory Schools: The Impact of Initial Proficiency and Current Proficiency on Burnout Experience and Intensity

This study investigates the prevalence of burnout among students in a university English Preparatory School (EPS) and examines whether initial English background influences burnout intensity. All students completed the same year-long curriculum and academic requirements, but they entered the program with different starting levels of English. One group began with little or no prior knowledge—A1 to B2 on the Common European Framework of Reference for Languages (CEFR; beginner to upper-intermediate)—while the other entered with some background—A2/B1 to C1/C1 Plus (elementary/intermediate to advanced/advanced-plus). Burnout was analyzed through the three dimensions of exhaustion, cynicism, and professional efficacy. A convergent mixed-methods design was used. Quantitative data came from the Maslach Burnout Inventory–Student Survey (MBI-SS), and qualitative data from semi-structured focus group interviews. Participants were 202 Turkish EFL students completing the final stage of the EPS program. Results showed moderate exhaustion, moderate-to-high cynicism, and relatively high academic efficacy, confirming the presence of burnout across the sample. Statistical analysis revealed no significant differences in burnout levels between students with limited/no prior English knowledge and those with some background, indicating that intensive preparatory programs can produce similar burnout regardless of entry proficiency. These findings highlight the need for proactive measures to reduce emotional strain and support student well-being in EPS contexts.