Unveiling the pathways: How Teacher Support Impacts Foreign Language Burnout

Foreign language burnout constitutes a critical determinant of students’ success in language learning. the study examined the complex relationships among perceived teacher support, the L2 motivational self-system, L2 grit and foreign language burnout among 332 Chinese high school students in order to elucidate the underlying mechanisms and pathways influencing foreign language burnout. The results indicated that: (1) Significant correlations were observed among perceived teacher support, L2 motivation self system, L2 grit, and foreign language burnout ( p < 0.01); (2) perceived teacher support negatively predicted foreign language burnout ( β = -0.169); and (3) L2 motivation self system and L2 grit acted as chain mediators between perceived teacher support and foreign language burnout. This study revealed the determinants and foundational factors underlying foreign language burnout of high school students in China, offering insights for alleviating foreign language burnout, and further providing alternative suggestions for foreign language teaching practice from the perspective of high school educators.