Burnout in EFL and L2 Education: A PRISMA-Guided Systematic Review of Antecedents, Emotional Well-Being, Engagement, and Achievement
Abstract
Burnout has emerged as a critical issue in English as a Foreign Language (EFL) and Second Language (L2) education due to its detrimental effects on learners’ academic performance, engagement, emotional well-being, and teachers’ professional effectiveness. Despite increasing scholarly attention, existing research remains fragmented across various dimensions of burnout, limiting a comprehensive understanding of its causes, consequences, and underlying emotional processes. This study presents a PRISMA-guided Systematic Literature Review (SLR) aimed at synthesizing contemporary evidence on burnout in EFL and L2 education. Using the PICo framework, relevant studies were systematically identified from the Scopus and Web of Science databases. After applying predefined inclusion, exclusion, and quality assessment criteria, 28 empirical studies published between 2023 and 2026 were selected for analysis. The findings revealed three dominant themes: (1) antecedents and predictors of burnout, (2) burnout, engagement, and academic outcomes, and (3) emotional dynamics, measurement, and well-being. The review indicates that psychological and contextual resources, including self-efficacy, motivation, teacher support, autonomy, grit, and emotional regulation, serve as important protective factors against burnout. Conversely, anxiety, academic pressure, occupational demands, and insufficient support systems increase burnout vulnerability. Furthermore, burnout negatively influences engagement, motivation, and academic achievement, while positive emotions, resilience, and academic buoyancy mitigate its adverse effects. Grounded in Conservation of Resources Theory, Control-Value Theory, and Job Demands–Resources Theory, this review provides an integrated understanding of burnout in language education and offers implications for educators, policymakers, and researchers seeking to promote sustainable learning and teaching environments.