Abstract
In the wake of COVID-19, language students everywhere, but especially in China, are struggling with increased burnout and demotivation, which is mostly attributed to the rise of online education. This chapter examines the topic of digital burnout in second language learning, which has been shown to have a negative impact on the academic and mental health of Chinese students. The chapter dives into the context of learning Chinese by exploring its causes, impacts, and potential future ramifications. The effects of digital burnout on academic performance and mental health are emphasized in this chapter to demonstrate the seriousness of the problem. It also sheds light on the many contributing factors, such as dependency on technology, academic overload, societal pressures, and cultural differences. It promotes a healthier learning environment by providing actionable, process-oriented solutions to the problem of digital burnout. It sets the path for deeper study in Chinese language education by highlighting the emotional and social components of language acquisition in the digital era.
Top1. Introduction
The concept of 'digital burnout' encapsulates the mental and physical fatigue resulting from the excessive use of digital technologies like computers, smartphones, and the internet, especially in professional and educational settings (Göldağ, 2022). Common manifestations of digital burnout include exhaustion, disinterest, withdrawal from digital tasks, cynicism, and feelings of ineffectiveness or failure (Malesic, 2022). In an era where technology deeply permeates work, education, and social interactions, digital burnout has become an increasingly prevalent issue. This pervasive phenomenon gains added complexity in the field of language learning, where digital platforms have revolutionized traditional teaching methods but also brought unique challenges. As we delve into the Chinese context, we'll explore how digital burnout affects language acquisition and policy decisions, adding a nuanced layer to our understanding of Second Language Acquisition (SLA) in the age of digital saturation.
As we grapple with the complexities of digital burnout in our increasingly wired world, its impact is notably pronounced in specialized domains, such as foreign language learning. When individuals engage with language study through digital means, the symptoms of digital burnout manifest in unique ways. These include diminished interest in utilizing online resources, a hesitancy to partake in virtual learning sessions, and a heightened sense of frustration over technical glitches or difficulties. Such challenges were exacerbated during the COVID-19 lockdowns when online platforms became the sole avenue for many to pursue their language learning objectives (Zreik & Abunamous, 2021).
The unpreparedness of students, teachers, and educational institutions for the sudden pivot to online learning during the COVID-19 pandemic made the uptick in digital burnout in language learning almost inevitable (Crawford & Cifuentes-Faura, 2022). The surge in screen time, compounded by pandemic-induced stress, a void of in-person social interaction, and the challenges of adapting to novel educational methods, has further catalyzed this form of mental fatigue. It's against this backdrop of an escalating global issue that we turn our focus to China—a country with a rapidly digitalizing education landscape, yet one not immune to the pitfalls of digital fatigue. As we narrow our lens to the Chinese context, we aim to provide key insights into how a society so intertwined with digital innovation is navigating the complexities of digital burnout in language learning.
Developing successful solutions to counteract the negative effects of digital burnout requires a firm grasp on the concept's definition and historical context. Educators and policymakers may start fixing the problems that plague language learning in the digital age by simply identifying the challenges that students face today.
The COVID-19 pandemic has universally disrupted education, accelerating the shift to digital learning. The widespread implementation of lockdowns and social distancing techniques caused major disruptions to conventional classroom-based language acquisition. Institutions of higher education were compelled to rapidly adapt to online instruction, setting off a widespread migration to digital resources (Azman et al., 2020). While this swift shift was unavoidable from a public health perspective, it did throw many students off their game by upending their established routines and habits.
The shift to digital platforms has introduced a unique set of challenges to the field of language learning. Traditional elements of language study, such as conversational practice, cultural immersion, and social interactions, are often minimized or entirely missing in online environments. This absence can not only lead to a sense of isolation among learners but may also compromise the quality of language training, as subtle linguistic and cultural nuances can be lost in translation (Marijuan & Sanz, 2018). This context makes the rise in digital burnout in online language learning particularly concerning. It sets the stage for our detailed exploration into China, a country where digital education is advancing at an unprecedented rate, and where the stakes for understanding and combating digital burnout in language acquisition are particularly high.
Key Terms in this Chapter
Socioeconomic Status (SES): A measure of an individual's or family's economic and social position relative to others, which can influence access to resources like quality education and technology.
Cognitive Load: The mental effort required to process new information, which can be affected by the complexity of the educational material and the mode of its delivery.
Cultural Nuance: The subtle and often complex cultural differences that can influence communication, interpretation, and interaction, especially relevant in the context of language learning.
Synchronous Learning: A mode of online education where students and instructors interact in real-time, often through video conferencing or live chats.
Pedagogical Strategies: Techniques and methods employed by educators to facilitate learning and achieve educational goals.
E-Learning: The use of digital resources, platforms, and technologies to facilitate learning and education, typically via the internet.
Learned Helplessness: A psychological condition wherein individuals believe that they have no control over their situation, which can affect motivation and the ability to overcome challenges.
Second Language Acquisition (SLA): The process by which people learn a language other than their native tongue, often through formal instruction, exposure, and practice.
Asynchronous Learning: A mode of online education that allows learners to engage with materials and complete assignments on their own time, without real-time interaction with instructors.