An analysis of stress factors among ELT students of private universities in Bangladesh

Abstract

English Language Teaching (ELT) has gained significant importance across the globe and also in Bangladesh in recent years for various reasons. However, ELT students in private universities face unique challenges that contribute to burnout, a condition which is distinguished by prolonged physical, mental and emotional exhaustion. This study investigates the external factors that influence burnout among ELT students in private universities using the framework of the Copenhagen Burnout Inventory. Additionally, this paper explores the varying coping mechanisms that are used by the students to navigate their challenges. The researcher also examined how long-term burnout may adversely affect academic performance, mental wellbeing and future career prospects. A qualitative research using semi-structured interviews with eight participants reveals that external factors such as excessive academic workload, socioeconomic background, family expectations, and insufficient institutional support are primary contributors to burnout. Coping strategies vary based on the participants’ socioeconomic background where strategies range from time management to even selective disengagement. The study brought out the necessity for targeted interventions including revision of academic workload, enhancement of mental health resources, and establishment of institutional support systems to mitigate stress among ELT students. By acknowledging these challenges, universities can better support their students’ well-being and academic success and ensure that they are well developed to meet their future career prospects.