The Interplay Among EFL Learners’ Academic Procrastination, Learning Approach, Burnout, and Language Achievement

Abstract

The current study is delved into English as a Foreign Language (EFL) students’ academic procrastination, learning approach, burnout, and language achievement. To do so, 203 EFL students studying in three universities in Iran were asked to complete three questionnaires, including Academic Procrastination Scale, Revised Study Process Questionnaire, and Maslach Burnout Inventory Student-Survey. Structural Equation Modeling was employed to verify the causal model. The results revealed that students’ procrastination predicted their burnout positively and significantly. Moreover, academic procrastination was found to correlate positively with surface learning approach. The results also indicated that procrastination had a negative impact on deep learning approach. Another finding was that procrastination influenced language achievement indirectly and negatively. Finally, these findings were discussed in the light of prior research.