Foreign language burnout (FLB) is illustrated as “a mental health syndrome marked by negative emotions related to dejection, including exhaustion, an indifferent attitude towards language learning, and decreased self-efficacy in this domain, which arises when discrepancies exist between the learner’s expectations and the actual content, process, or outcomes of foreign language learning” (Yang, 2010). Previous research has demonstrated FLB is a crucial factors of students’ academic achievement. It has notable effects on academic engagement (Ma, 2021; Sadoughi & Hejazi, 2021; Sadoughi & Hejazi, 2023), learning well-being (Suldo et al., 2009), and learning persistence (Liu, 2023; Wu et al., 2023). In general, learners demonstrating a higher degree of FLB tend to exhibit lower academic success (Ugwu et al., 2013; Wang et al., 2021). Furthermore, some scholars have claimed, FLB hinders learners’ use of learning strategies (Wang et al., 2010). In short, FLB is closely associated with various English learning problems among high school students.

At present, numerous studies have shown that perceived teacher support (PTS), L2 grit, L2 motivation self system (L2MSS), and foreign language burnout (FLB) are all interrelated (Fathi & Hejazi, 2024; He et al., 2024; Zhao et al., 2023; etc.). Therefore, it can be found that the importance of learners’ individual psychological factors has attracted widespread attention in both domestic and international academic communities. Nevertheless, most research has focused exclusively on bilateral relationships, with a noticeable scarcity of comprehensive investigations that simultaneously incorporate PTS, L2 grit, L2MSS, and FLB. Moreover, research examining whether PTS could alleviate FLB through the mediators of the L2MSS and L2 grit remains limited. Therefore, this study, with Chinese high school students as participants, investigates the determinants and underlying mechanisms of FLB. Specifically, it seeks to examine whether L2MSS and L2 grit sequentially mediate the link between PTS and FLB, thereby proposing actionable insights for mitigating high school students’ FLB.

Focusing on the interconnection of self-identity and L2 acquisition, L2 motivation self system (L2MSS) appears to be a significant factor influencing success in language acquisition (Calafato & Tang, 2019). It consists of three components: the Ideal L2 Self, the Ought-to L2 Self, and the L2 Learning Experience. Studies have revealed that L2MSS exerts a great impact on learners’ emotional experiences in L2 learning (Amini et al., 2023; MacIntyre & Vinczel, 2017).

According to Self Discrepancy Theory proposed by Higgins (1996), the source of self-discrepancy is the inconsistency between self-concept and self-orientation standards, in other words, the inconsistency between the self in the actual world and the self in imagination. This inconsistency may lead to negative emotions of individuals, such as anxiety, anger, and depression. Moreover, the image of individual’s ideal L2 self, external expectations and obligations, and positive learning experiences can also help learners sustain long-term motivation, and enhance their involvement and enjoyment in SLA (Sadoughi & Hejazi, 2023), thereby contributing to less FLB (Song, 2024). In other words, increased motivation in second language learning directly contributes to decreased experiences of burnout. However, a supportive learning environment constitutes a key determinant in the emergence and sustenance of L2 motivation. Prior findings have indicated that proximal teacher support, such as emotional care, immediate feedback, and individualized guidance, can significantly strengthen students’ motivational beliefs (Urdan & Schoenfelder, 2006; Wentzel, 1998) and enhance their academic achievement. When students PTS, they show more inclination in classroom activities and experience reduced anxiety (Wentzel, 1998). Accordingly, the study proposes Hypothesis 2.

L2 grit is primarily used to describe foreign language learners’ persistence and inclination in SLA. It contains two dimensions: “perseverance of effort” and “consistency of interest”. “perseverance of effort” means learners’ capacity to devote sustained investment to language learning and persist even when confronting difficulties. The latter denotes learners’ ability to maintain enthusiasm, determination, and focus on language learning over time. Thus, L2 grit functions as an “invisible engine” of academic achievement in foreign language learning, helping learners sustain interest and persistent effort, thereby fostering greater engagement and improved academic performance. According to Control-Value Theory, students’ academic emotions (e.g., anxiety, burnout, pride) are jointly determined by their appraisals of control and task value (Pekrun et al., 2006). Grittier learners tend to sustain a sense of control and value, which buffers the negative emotional effects of environmental stress. This implies that learners who demonstrate greater L2 grit are less susceptible to experiencing FLB.

Similarly, Social Cognitive Theory suggests that individuals’ traits and behaviors are influenced by others’ guidance, expectations, and support (Bandura, 1977). In supportive and positive classroom environments, students’ perceptions of teachers’ care and support can improve their self-efficacy (Jia et al., 2020), which further lead to sustained effort and interest in language learning, promoting more active engagement. Research has conclusively shown an association between PTS and L2 grit. Notably, Hejazi and Sadoughi (2023) demonstrated that teachers can cultivate learners’ grit systematically by creating enjoyable learning experiences that stimulate intrinsic motivation. Similarly, Liu et al. (2023) found that teacher support might reduce foreign language anxiety primarily through the enhancement of L2 grit. Taken together, Hypothesis 3 is proposed as follows.

In addition, a significant relationship has been found between L2MSS and L2 grit. Students,with strong intrinsic drive and a strong desire to fulfill their foreign language learning targets, have a greater tendency to develop resilience mechanisms, enabling them to overcome various challenges associated with education (Kotera et al., 2022). Specifically, the visualization of oneself as a future proficient English user fosters a sense of purpose that drives sustained learning effort and active task engagement (Fathi & Hejazi, 2024). Meanwhile, students with a vivid perception of the external expectations or duties they believe they ought to fulfill (Ought-to L2 Self) tend to show greater persistence in academic performance (Zhan, 2018). At the same time, some scholars argue that L2 grit can also significantly predict LMSS. This may be because learners reporting greater grit usually demonstrate stronger self-regulation in L2 learning contexts, enabling them to overcome difficulties consistently throughout the learning process. Such learners also tend to have higher self-esteemed, which allows them to maintain focus and sustain effort toward reaching the targets they set for themselves in learning a new language (Liu et al., 2023). Moreover, existing research has suggested that grittier learners typically pursue more ambitious (Eskreis-Winkler et al., 2014) and thus perform significantly better in terms of academic achievement than those with lower levels of grit. Therefore, the relationship between the two variables remains an important issue for further investigation.

In summary, PTS, the L2MSS, and L2 grit are all important factors influencing FLB. Previous research has identified correlations among these four variables; however, the joint mechanisms through which they operate remain unclear. We therefore propose Hypothesis 4:

The hypothesized model is presented in Fig. 1.

Participants were selected using convenience sampling, and a total of 378 senior high school students were recruited from four provinces in China. All participants were native speakers of Chinese with English as their second language. With 378 questionnaires distributed, 332 were returned and deemed valid, resulting in an effective response rate of 83%. As shown in Table 1, among the 332 survey respondents, gender representation skewed male (58.1%, n = 193) versus female (41.9%, n = 139). The cohort was primarily composed of first-year students (43.7%, n = 145), followed by juniors (30.1%, n = 100), and sophomores (26.2%, n = 87). The adolescent cohort had a mean age of 16.28 years (SD = 0.895). During the preliminary stages, a pilot study was employed to examine the clarity, comprehensibility, and reliability of the questionnaire items. After confirming the appropriateness of the scales and the availability of participants, the questionnaire was distributed to several high schools. Students were required to fill it within a limited time under the supervision of their teachers. To guarantee that all participants received comprehensive information, the paper questionnaire explicitly included all necessary details, such as the research objectives, descriptions of the measures, and assurances of confidentiality. Ethical clearance for this investigation was secured from the Institutional Review Board (IRB) of the university.

This study employed the L2 Motivation Self System Scale developed by Taguchi et al. (2009). The scale consists of 19 items across three dimensions: Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience. For example, one item is, “I can imagine living abroad and communicating effectively in English with local people.” Responses were collected on a five-point Likert-scale. The instrument’s internal consistency was found to be excellent in this sample, as evidenced by a Cronbach’s α coefficient of 0.913.

This study adopted the L2 Grit Scale used by Xiao (2022), which was translated from the scale originally developed by Teimouri et al. (2022). The scale consists of 9 items, such as “I dedicate myself to English learning, putting in consistent effort to overcome my shortcomings”, “nothing will stand in the way of my progress in learning English”, and “I sometimes zone out in English class and my mind just drifts off to who knows where”. It employs a five-point Likert scale and comprises two dimensions: perseverance of effort and consistency of interest. The scale demonstrated acceptable internal reliability in the current sample, with a Cronbach’s alpha of 0.789.

This study aimed to examine the influential role of PTS on mitigating FLB, and the chain mediator of the L2MSS and L2 grit. First, the study confirmed that PTS was a negative predictor of students’ FLB, in line with He et al.’s findings (2024) and Social Cognitive Theory (Bandura, 1977), thereby supporting Hypothesis 1. From the perspective of relational support, when students perceive care, respect, encouragement, and assistance from their teachers, their academic self-efficacy is significantly enhanced, which might trigger a cascading effect: cognitively, it manifests as increased learning interest, and behaviorally, it translates into more active engagement and sustained effort in learning. Over time, this creates a virtuous cycle that effectively mitigates FLB (Li et al., 2019). In terms of autonomous support, teachers’ provision of choice and decision-making opportunities meets the learners’ requirement for autonomous learning (Wu & Guo, 2024), permitting them to engage in English learning more freely, and thus reducing pressure and FLB. Regarding competent support, continuous affirmation of students’ abilities by teachers helps prevent students from attributing academic failures to fixed and uncontrollable internal factors, thereby reducing feelings of frustration, negative attitudes, and learned helplessness. This, in turn, diminishes the likelihood of FLB and encourages students to adopt more positive attribution patterns.

Second, the L2MSS serves as a mediator between PTS and FLB, supporting Self-Determination Theory and confirming Hypothesis 2. According to Self-Determination Theory, the fulfillment of basic psychological needs (such as competence, autonomy, and relatedness) is pivotal for fostering intrinsic motivation, enabling the internalization of extrinsic motivation (Deci & Ryan, 2000). Therefore, a supportive learning environment, cultivated by the teacher, enhances the likelihood that students will exhibit stronger L2 motivational behaviors. In other words, when educators actively encourage student independence, show consistent care and encouragement, and express confidence in their abilities, they might satisfy students’ basic psychological needs. As a result, students are more inclined to envision themselves as proficient English users in the future (Wang, 2024), transform external pressures, regulate their ought-to L2 self, and experience more positive L2 learning experiences. Students who develop a stronger L2MSS also tend to exhibit more active and persistent engagement in learning the language, which not only fosters positive academic emotions but also significantly alleviates burnout symptoms (Cazan, 2015). Meantime, When students receive insufficient support, they may lack the guidance, feedback, and encouragement needed to engage effectively in learning. This might create a gap between their actual self and their ideal or ought-to self, leading to their reduced perceived control over tasks and a lower sense of task value. As a result, students may feel anxiety or frustration which might deplete their cognitive and emotional resources, increasing the likelihood of FLB over time. Thus, educators should prioritize strategies that foster and strengthen students’ L2MSS to relieve FLB and try to bridge a gap between students’ actual self and their ideal or ought-to self. Teachers should first guide students to carefully consider the expectations of parents and elders to clarify familial aspirations (Wang & Wang, 2019). Teachers can also adopt appropriate supervisory strategies, such as signing “learning contracts” with students to encourage the completion of learning tasks. Additionally, experiential classroom activities should be designed to allow students to personally experience the sense of achievement associated with realizing their ideal L2 self, thereby stimulating motivation in learning and relieving FLB.

Furthermore, this study found that L2 grit mediated the relationship between PTS and FLB, supporting Control-Value Theory and confirming Hypothesis 3. First, teachers’ provision of autonomy support, emotional care, and trust constitutes key external determinants of FLB. These external factors shape students’ perceived control over language learning, thereby fostering positive academic qualities such as perseverance, enthusiasm, and engagement in coping with academic pressures, which ultimately affect students’ emotional experiences in SLA. Exposure to substantial teacher support is associated with an increase in students’ autonomy and lower anxiety, perhaps enabling them to develop a positive learning attitude and enhanced learning confidence (Liu et al., 2025), thereby improving their self-efficacy. When encountering learning difficulties, they are less likely to lose confidence or doubt their abilities (Bandura, 1993). Consequently, they exert greater effort in learning, demonstrating higher levels of interest, enthusiasm, perseverance, and engagement. Additionally, these students are more capable of responding positively to challenges and setbacks in language learning, exhibiting stronger resilience and problem-solving abilities, better meeting their basic psychological needs, and showing lower levels of FLB (Indreswari et al., 2024). However, insufficient teacher support may undermine self-efficacy, reducing perseverance and increasing frustration and exhaustion, which contributes to higher levels of L2 burnout. In summary, teachers should act as “learning scaffolds” in the English classroom by actively providing support and creating a positive and constructive learning environment to enhance students’ learning enjoyment, thereby motivating sustained engagement in English learning. Moreover, teachers can maintain students’ interest and enthusiasm, and alleviate FLB by selecting emotionally resonant and personalized teaching materials, such as role-playing or debate activities tailored to students’ interests.

Finally, this study confirmed that the L2MSS and L2 grit sequentially mediated the relationship between PTS and FLB, supporting Hypothesis 4. In other words, students’ perceptions of teacher support can enhance their L2MSS, which in turn fosters the growth of L2 grit, ultimately alleviating FLB. The relationship between the L2MSS and L2 grit might be illustrated from three aspects. The ideal L2 self enhances learners’ grit by providing clear long-term goals and stimulating intrinsic motivation, enabling them to maintain interest and perseverance for L2 learning. At the same time, extrinsic motivation from the ought-to self or social expectations helps sustain effort, while positive learning experiences, such as foriegn language enjoyment, might strengthen self-efficacy, and consolidate interest, allowing learners to maintain effort and engagement over the long term. In conclusion. supportive teacher behaviors, including granting learning autonomy, providing positive attention, and conveying confidence in students’ abilities, effectively foster the development of higher levels of the L2MSS. A strong L2MSS helps students maintain interest and sustained effort in language learning. Specifically, the capacity to envision a detailed future self as a competent L2 speaker serves as a critical catalyst, driving learners to initiate and sustain the actions required to align their present abilities with their ideal self-image (Dörnyei, 2009). Consequently, students might exhibit greater perseverance and sustained interest, dedicating substantial time and effort to learning. Furthermore, when students perceive English learning as fulfilling familial responsibilities (e.g., repaying parental educational investment) or meeting societal expectations, the “ought-to L2 self” functions as a guiding constraint, motivating students to continue exerting effort despite difficulties (You & Dörnyei, 2016). Additionally, positive L2 learning experiences might help learners maintain enthusiasm and reduce fluctuations in interest. Ultimately, students’ FLB might be mitigated through the combined effects of internal motivation and external support.