A number of researchers in language education have investigated the effects of language learning emotions. Burnout, a negative affective factor, is deemed a shared phenomenon among language learners. In the context of teaching English as a foreign language (EFL) in China, Chinese EFL learners, especially senior high school students, seem to be vulnerable to English learning burnout (ELB). ELB is a three-dimensional concept derived from job burnout in psychology and academic burnout in general education. It possesses three principal components: Exhaustion, Cynicism, and Reduced Efficacy. The present study aims to explore ELB levels, gender dissimilarities, and English learning performance differences in ELB among Chinese senior high school students. We administered the Maslach Burnout Inventory-EFL Student Survey to a sample of 377 Chinese senior high school students, analyzing the collected data through descriptive statistics, an independent sample t-test, and one-way ANOVA using the Statistical Package for the Social Sciences (SPSS) 26.0. Our significant findings are as follows: 1) Chinese senior high school students had low overall and dimensional ELB levels; 2) there was no significant gender difference in students’ ELB levels; and 3) the students’ English learning performance levels significantly differentiated their ELB levels. Some theoretical and practical implications are provided.

Motivation research in foreign language learning is booming, and self-determination theory (SDT) has attracted wide attention. This study used mixed methods with 410 Chinese senior high school students as participants. The study aimed to answer the following three main questions: (1) What are the levels of Chinese senior high school students’ English learning motivation (ELM)? (2) Do the students’ ELM levels differ by gender? (3) What are the influencing factors of the students’ ELM? The following conclusions were drawn from the data analysis. First, the participants had a median level of ELM. Second, their ELM was more inclined towards self-determination. Third, girls’ levels of intrinsic regulation and identified regulation were significantly higher than those of boys. Fourth, anxiety and negative peer influence were two factors that contributed to a decline the students’ ELM. Cooperative learning and teacher support could improve students’ intrinsic learning motivation. The satisfaction of these three basic psychological needs promoted the internalization of external motivation. Based on the above findings, we offer the three following insights: it is crucial to maintain students’ autonomous ELM level; it is imperative to create a relaxed and positive classroom atmosphere; and teachers should try to meet students’ basic psychological needs.

Since language use is at the center of language learning, learners’ active engagement in learning activities is crucial for successful language learning. Answering the call for positive language education, the present study investigated the levels and influencing factors of engagement in English learning among 437 Chinese senior high school students. This study employed an explanatory sequential mixed-methods design, collecting data through questionnaires and semi-structured interviews. The results showed that students were generally well-engaged in English learning. Moreover, students were more inclined to engage in English learning behaviorally, emotionally, and cognitively. Students’ agentic engagement in English learning was relatively low and mainly reflected after English classes. The relatively low agentic engagement might be shaped by a series of personal and contextual factors, including the traditional Chinese concept of “honoring and respecting the teacher”, teachers’ teaching strategies, students’ learning strategies, English proficiency, learning climate, and teaching styles. Pedagogical implications for English teachers concerning enhancing students’ English learning engagement were provided.

This study delves into understanding the determinants of grit in English learning among Vietnamese students, highlighting both external and internal factors. Utilizing qualitative interviews, the research engaged with a cohort of 15 students, aiming to unearth the intricate interplay of influences that bolster their commitment and persistence in English studies. External factors emerged prominently, with teacher influence playing a significant role. Teachers’ motivational techniques, personalized feedback, and the establishment of a nurturing learning environment were underscored as pivotal in shaping students’ determination. On the internal facet, personal goals and aspirations, self-efficacy, intrinsic curiosity for the language, adaptive learning strategies, peer comparisons, and reflective self-assessment were identified as central elements. Insights from Constructivism and Socio-Cultural Theory were instrumental in interpreting the findings, revealing how individual experiences intersect with broader societal and cultural narratives. The study uncovered that while personal motivations and aspirations drive the students, they are simultaneously influenced by societal values, especially in the Vietnamese context, where education is deeply revered. This research contributes to the growing body of knowledge on grit in educational settings, shedding light on the unique cultural and individual determinants in the context of Vietnamese students learning English.