Abstract
Digital burnout has become a growing concern in today's technologically driven society. With the advent of digital devices and the internet, people are spending more time than ever before on digital platforms, leading to a new phenomenon called digital burnout. In second language learning, digital burnout can have a significant impact on learners. Digital technologies have transformed language learning and created new opportunities for learners to acquire knowledge and skills. However, the pervasive use of digital tools and platforms can also lead to burnout and negative outcomes for language learners. This chapter aims to explore the potential outcomes of digital burnout in second language learning, including decreased motivation, cognitive overload, decreased learning outcomes, and reduced well-being.
TopIntroduction
Digital technologies have emerged as potent instruments to improve language learning experiences in the quickly changing educational context. The use of digital tools into language learning has transformed conventional teaching strategies and created new opportunities for students to participate and immerse themselves in the language. These tools provide students with unprecedented access to language resources, individualized learning experiences, and chances for cross-cultural communication (Konotop, et al., 2022). They include mobile applications, online platforms, virtual reality, artificial intelligence, and more.
By solving a variety of difficulties that students frequently face, digital technologies have radically changed the way that people learn languages. Learning a language in a traditional classroom setting frequently limits students' exposure to real-world linguistic and cultural situations (Konotop, et al., 2022). Digital tools, on the other hand, provide students a virtual passport to travel the world and experience different languages and cultures. Learners may now connect with native speakers, access genuine resources, and acquire cultural insights through multimedia content, online communities, and real-time communication technologies, promoting a more all-encompassing and comprehensive language learning experience.
Although digital technologies have enormous promise for language acquisition, it is important to integrate them with caution. When selecting materials, educators and students must consider their quality, authenticity, and compatibility with learning goals. To guarantee that everyone has equal access to language learning opportunities, concerns including data privacy, information overload, and the digital divide must be properly taken into account. Language learning is a specific work of mind directed at achieving the competencies in correlating the ideas and concepts of the speaker with the language exponents used for communication and the ability to structure the former so that the interlocutor(s) could reconstruct the maximum closeness to the speaker's idea, concept and/or thought.
Key Terms in this Chapter
Multitasking: Multitasking involves working on two or more tasks simultaneously, switching back and forth from one thing to another.
Digital Burnout: Digital burnout is the effects of spending too much time on digital gadgets, such as worry, fatigue, and indifference.
Social Isolation: Social isolation refers to the lack of social contacts and having few people to interact with regularly.
Cognitive Overload: Cognitive load refers to the amount of working memory resources used.
Risk: Risk is the likelihood that an event may negatively impact someone's ability to accomplish their goals.
Mitigation: Mitigation is the process of reducing or softening the severity of a penalty, a fee, or someone's suffering.
Digital Detox: Digital detox refers to taking a break from using electronic devices or certain media for a period of time.