A Study 0f Students’ Motivation & Burnout in Learning English for Job Interviews

Amir Lukman Abd Rahman, Muhammad Haziq Abd Rashid, Hairul Azhar Mohamad, Farhanah Syazwani Md Safian, Rasyiqah Batrisya Md Zolkapli, Sharifah Syazwa Amierah Syed Khalid, Noor Hanim Rahmat and Pavithran Ravinthra Nath
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Amir Lukman Abd Rahman: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia.
Muhammad Haziq Abd Rashid: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia.
Hairul Azhar Mohamad: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia.
Farhanah Syazwani Md Safian: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia.
Rasyiqah Batrisya Md Zolkapli: Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, 43800 Dengkil, Selangor, Malaysia..
Sharifah Syazwa Amierah Syed Khalid: Student Administration, Taylor’s University, Subang Jaya, Malaysia
Noor Hanim Rahmat: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia.
Pavithran Ravinthra Nath: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 3133-3147

Abstract: This study investigates the relationship between students’ motivation and burnout in learning English for job interviews. English proficiency is a crucial skill in securing employment, as it enhances communication, confidence, and overall job marketability. However, while motivation plays a vital role in language acquisition, burnout can negatively impact students’ learning experiences. This study employs a quantitative survey design with 213 undergraduate students from various disciplines. The instrument, consisting of three sections, examines motivational components (value, expectancy, and affective factors) and burnout factors (exhaustion and disengagement). Findings indicate that while students recognize the importance of English proficiency for job interviews, burnout significantly reduces their willingness to engage in sustained learning. The study concludes that a moderate positive correlation (r = .435, p = .000) exists between motivation and burnout. Pedagogical implications highlight the need for innovative teaching strategies to sustain motivation while mitigating burnout. Future research should explore intervention strategies to support students in managing language-learning fatigue.

Date: 2025
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