English Language Teachers' Perceptions on AI's Role in Alleviating Digital Burnout

Introduction

The accelerated growth of online learning platforms has revolutionized the field of second language acquisition (SLA), introducing new opportunities and challenges for digital language education. The risk of “digital burnout” refers to the state of physical, mental, and emotional exhaustion brought on by excessive and protracted exposure to digital technologies. Digital burnout can have detrimental effects on the academic performance, motivation, and well-being of teachers, which has compelled many students to rely on distance learning and social media (Pikhart & Botezat, 2021). Understanding the reasons, effects, and solutions of digital burnout in SLA, as well as the role of positive psychology in enhancing learners' resilience, engagement, and satisfaction, is crucial (Wang et al., 2021).

Currently SLA is marked by a shift towards online learning platforms, offering abundant opportunities for digital language education. However, this transition has also brought forth new challenges, most notably the phenomenon known as “digital burnout.” Digital burnout is increasingly recognized as a significant concern for language learners in the digital age, as it can negatively impact their academic performance and overall well-being. The excessive use of digital devices such as smartphones, laptops, and tablets contribute to physical and mental exhaustion, decreased productivity, and diminished well-being. To overcome digital burnout, it is crucial to take breaks from digital devices and engage in activities that promote relaxation and stress reduction. As the landscape of learning environments continues to evolve, the implications of digital burnout on the complex process of SLA, which encompasses cognitive and social components, will become more evident.

Similarly, in the broader educational context, well-being is of utmost importance, not just for students but also for teachers. Teacher well-being plays a significant role in the educational field, influencing teaching effectiveness, student outcomes, and overall educational governance (Duckworth et al., 2009). Previous research has demonstrated that high levels of well-being among teachers contribute to the stability of schools and foster increased commitment among teachers (Creemers & Reezigt, 1996). On the other hand, low levels of well-being pose challenges to school improvement efforts (Parker et al., 2012). Teacher well-being is interconnected with various psychological constructs, including a negative association with teacher stress and burnout (Buric et al., 2019).

Given these challenges associated with well-being, it's clear that new solutions are required. As the nature of work and leisure continues to evolve with advancements in technology, so do the challenges associated with maintaining mental well-being. According to Maslach et al. (2001), burnout is characterized by long-term physical and emotional exhaustion, poor job performance, decreased productivity, inactivity, and negative attitudes towards work. Extensive research has examined the concept of burnout in various occupational contexts (Ardıc & Polatcı, 2008; Mandaviya, 2019), leading to the development of scales to measure burnout in these contexts (Erten & Ozdemir, 2020; Kristensen et al., 2005). However, the phenomenon of digital burnout resulting from excessive digital device use is a relatively new area of study, with limited instruments available to assess and comprehend it.