اولین همایش بین المللی تحول خدمات سلامت: تلفیق مراقبت، درمان، بازتوانی و امیدبخشی

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کد مقاله 1461

عنوان The Dual Impact of Digital Platforms on Foreign Language Classroom Anxiety and Academic Burnout: A Mixed-Methods Investigation

نویسندگان Sara Mansouri

چکیده This mixed-methods study investigated the effects of synchronous online classes on Foreign Language Classroom Anxiety (FLCA) and academic burnout among language learners, while identifying mediating factors influencing this relationship. A sample of 150 intermediate-level language learners from a university language center participated. Data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS), the Maslach Burnout Inventory-Student Survey (MBI-SS), and semi-structured interviews. Quantitative data were analyzed using paired t-tests and Pearson correlation coefficients, while qualitative data were examined through thematic analysis. Results revealed that the impact of online classes on anxiety and burnout was twofold and contingent upon mediating factors. Specifically, 61% of participants reported lower anxiety levels due to reduced social anxiety and visual anonymity (p < .05), whereas 39% experienced increased anxiety attributed to technical difficulties, lack of immediate feedback, and feelings of isolation. Additionally, prolonged use of digital platforms was significantly associated with emotional exhaustion and diminished academic motivation (r = .62, p < .01). Learners who employed cognitive and social coping strategies reported significantly lower levels of both anxiety and burnout. These findings suggest that interactional context and instructional design quality play decisive roles in shaping learners' psychological experiences. Recommendations for language educators include fostering purposeful group interactions, providing timely feedback, and teaching self-regulation skills to mitigate adverse outcomes in online environments.

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