Evaluating Language Learning Burnout among Non-English Majors: A Case Study from Peking University's School of Foreign Languages

date

Oct 30, 2022

slug

language-burnout

status

Published

Summary

This research introduces the Foreign Language Learning Burnout Questionnaire for Non-English Major Students. Through the analysis of 158 questionnaires and 8 in-depth interviews from the School of Foreign Languages (SFL) at Peking University, we discern that approximately half of the non-English major students experience learning burnout. The study identifies multiple influencing factors, including discrepancies between teaching offerings and student demands, and a diminishing allegiance to their chosen field of study. Notably, burnout levels are found to be significantly associated with aspects such as language adaptation, major identification, academic performance, influence of secondary languages, societal perceptions, and the integration of digital technologies. Furthermore, variations in burnout levels are observed based on academic year and admission methodologies. Drawing from these insights, we propose the Foreign Language Learning Burnout Model for Non-English Major Students and discuss potential strategies to mitigate burnout from pedagogical, administrative, and student perspectives.

KEYWORDS: Non-English foreign languages, learning burnout, burnout model, coping strategies

I. Introduction

The School of Foreign Languages at Peking University boasts a rich legacy, with its origins dating back to the Capital Tongwen Museum established in 1862. Presently, besides English, the school offers 20 distinct undergraduate foreign language programs, referred to as "non-English foreign language majors."

The "Peking University Undergraduate Training Program (2020) Liberal Arts Volume" emphasizes the importance of students achieving proficiency in listening, speaking, reading, writing, and translating, grounded in a robust foundation in their native language.

The curriculum for non-English majors at Peking University's School of Foreign Languages is characterized by:

A heavy emphasis on language courses. During the first two academic years, students undergo over 8 hours of foundational language instruction weekly, focusing on essential grammar and vocabulary derived from texts. These foundational courses are complemented by extensive audio-visual, oral, translation, and writing modules.

A highly repetitive learning process.

A curriculum centered on foundational language skills, given that most non-English foreign language majors have limited prior exposure to their chosen language. Consequently, cultural studies are underrepresented compared to language courses.

It's pertinent to note that the majority of these non-English foreign language majors are adult learners, typically starting from a "zero baseline." Unlike younger learners, adults predominantly rely on active learning over passive acquisition, as posited by Krashen (1981).

In the contemporary era, marked by rapid advancements in artificial intelligence and computational technologies, the professional identity of non-English foreign language majors faces significant challenges. Innovations such as machine translation, speech recognition, and natural language processing are supplanting traditional roles in transcription and translation. As per Gartner's Market Guide for AI-Enabled Translation Services, by 2025, an estimated 75% of translators will transition from text translation to revising machine-generated translations. Concurrently, societal perceptions often undervalue non-English foreign language majors, reducing their skill set to mere language proficiency. This diminished societal recognition, coupled with doubts regarding their linguistic competence upon graduation, may contribute to their negative self-perception and aversion to language learning.

Given this context, understanding the challenges faced by non-English foreign language majors from their perspective and suggesting actionable solutions becomes paramount.

II. Literature Review

To more accurately characterize the adverse emotional experiences of non-English foreign language learners, this study employs the term "foreign language learning burnout." The concept of burnout has been a focal point in disciplines such as psychology, sociology, and pedagogy. Freudenberger first introduced it in 1974, referring specifically to the negative experiences individuals face in their professional endeavors. For the purposes of this paper, "foreign language learning burnout" is defined as the waning enthusiasm for learning observed in non-English foreign language majors, leading to challenges in learning and potential declines in academic performance.

Current Chinese research on this topic predominantly centers on English learning burnout in non-English majors at tertiary institutions (Yang Tao, 2010; Gao Ge, 2012; Wang Linyan, John Young, Wu Hanying, 2012; Wang Linyan, 2013; Tao Wei, 2017) and on professional learning burnout in English majors (Deng Fangjiao, 2013; Li Ya, 2014). In recent years, recognizing the distinctions between second language acquisition and trilingual or multilingual acquisition, some scholars have shifted their focus to the burnout experienced by trilingual or multilingual learners. Notable studies include research on the primary determinants of burnout in second language French learners (Deng Huili, 2015) and factors influencing third language burnout in ethnic minorities (Yang Xuebao, 2016). However, literature addressing burnout in non-English foreign language majors remains scant.

In terms of relational studies, domestic research has largely explored the nexus between learning motivation and burnout (Yang Tao, 2010; Wang Linyan, 2013), the interplay between learning behaviors and burnout (Chen Qing et al., 2016; Tao Wei, 2017), and the connection between psychological factors and burnout (Yang Xuebao, 2016). International early-stage research also underscored the relationship between learning motivation and burnout, with scholars such as Diane M. Christophel et al. (1995) attributing burnout to diminished learning motivation and excessive academic pressures.

In conclusion, both domestic and international studies on foreign language learning burnout in non-English foreign language majors are limited. Furthermore, no research has yet explored the causes of this burnout from the perspective of students' admission methodologies. This study aims to address these gaps by posing the following questions:

Q1: Is foreign language learning burnout prevalent among non-English foreign language majors at Peking University's School of Foreign Languages?

Q2: Do disparities exist among groups with varied backgrounds (e.g., academic year, admission methods)?

Q3: What underlies the burnout experienced by non-English foreign language majors?

Q4: What strategies can effectively mitigate burnout levels for these students?

By addressing these questions, this paper seeks to inform the professional development, career planning, policy formulation, and support infrastructure for non-English foreign language majors.

III. Research Methods

3.1 Participants

The study targeted non-English foreign language majors at Peking University. All participants were native Chinese speakers and non-English foreign language majors with no prior exposure to their chosen language. Out of the 193 questionnaires disseminated, 158 were deemed valid, resulting in an 81.87% response rate. The sample's characteristics are detailed subsequently.

Table 2 Sample background analysis	ㅤ	ㅤ	ㅤ
Problem	ㅤ	Number of people	Percentage (%)
Gender	Female	110	69.6
ㅤ	Male	48	30.4
Admission method	College entrance examination	83	52.5
ㅤ	Walk	70	44.3
ㅤ	Transferring system	5	3.2
The first choice	Yes	96	60.8
ㅤ	No	62	39.2
Grade	Freshman year	47	29.7
ㅤ	Sophomore year	50	31.6
ㅤ	Junior year	40	25.3
ㅤ	Senior year	21	13.3
Total		158	100

Table 3 Specialty Distribution of Samples	ㅤ	ㅤ	ㅤ
Numbering	Language	Number of people	Percentage (%)
1	Japanese	21	13.3
2	Korean	20	12.7
3	German	19	12
4	Spanish	19	12
5	Russian	16	10.1
6	French	14	8.9
7	Arabic	11	7
8	Portuguese	9	5.7
9	Filipino	6	3.8
10	Urdu language	6	3.8
11	Mongolian	3	1.9
12	Thai	3	1.9
13	Hindi	3	1.9
14	Persian	2	1.3
15	Brahma language	2	1.3
16	Vietnamese	2	1.3
17	Hebrew	1	0.6
18	Indonesian	1	0.6
Total	ㅤ	158	100

3.2 Questionnaire

The questionnaire, beyond demographic and confirmatory questions, is bifurcated into two primary sections. The first gauges burnout levels, while the second delves into potential burnout causes.

Drawing from traditional psychological paradigms, this study's scale design is rooted in the tripartite division of basic psychological activities: will, cognition, and emotion (Huang Xiting, Zheng Yong, 2005). Burnout is categorized into three dimensions: behavioral, emotional, and cognitive.

Table 4: Burnout Dimensions and Descriptions

Dimension	Definition	Example
Behavioral burnout	Observable negative behaviors or tendencies in response to foreign language learning	Avoiding professional classes
Emotional burnout	Negative emotional responses to foreign language learning, such as boredom or anxiety	Feeling distressed about foreign language learning
Cognitive burnout	Pessimistic perceptions formed over time regarding foreign language learning	Viewing professional courses as futile

The questionnaire items were recoded for research convenience. Reliability analyses yielded Cronbach Alpha values of 0.922 and 0.948 for the two scales, respectively.

3.3 Interview Method

To investigate the underlying causes of burnout and the coping mechanisms employed by learners, eight non-English literature majors from the School of Foreign Languages at Peking University were selected using snowball sampling from a pool of 158 respondents. The interview framework encompassed four primary sections: demographic details, burnout characteristics, underlying causes of burnout, and coping strategies (Refer to Appendix III: Interview Outline).

The interviews were semi-structured, with participants assigned unique identifiers. Selection criteria ensured:

Representation across all academic years, from freshman to senior.

Inclusion of students from three distinct admission pathways: direct admission, college entrance examination, and transfers.

Diversity in academic specializations.

Of the participants, A8 (TB=36) and A6 (TB=60) exhibited low burnout levels. A1 (TB=95), A3 (TB=105), and A4 (TB=88) demonstrated moderate burnout levels, while A2 (TB=122), A5 (TB=112), and A7 (TB=123) showed high burnout levels.

IV. Findings

4.1 Burnout Metrics

This research employed four metrics to assess burnout: daily burnout (OB), perceived language burnout (LPB), language learning environment burnout (LEB), and an overall burnout metric (TB). The indices for daily burnout, perceived language burnout, and language environment burnout were derived from the mean scores of their respective items. For instance, the daily burnout metric was calculated using the average scores from nine specific questions. The overall burnout metric was the aggregate of average scores from both the Daily Life Burnout Self-reporting Scale and the Learning Burnout Self-reporting Scale for Non-English Foreign Language Majors.

Burnout was operationally defined using a 5-point scale, with a range of [2.5, 5]. Scores exceeding 2.5 signified a negative learning state, categorizing respondents as experiencing burnout. A higher score indicated a more pronounced negative state.

Table 5: Descriptive Statistics of Daily Life Burnout Self-reporting Scale

NO	Description	Burnout value	Standard deviation
1	I often feel very tired	3.2911	1.14716
2	I often feel exhausted	2.8734	1.15507
3	I often feel weak or unwell	2.4937	1.16064
	Burnout of daily life behavior OBA	2.8861	1.00302
4	I often feel tired	3.2342	1.15746
5	I often find it difficult to continue my life	2.2278	1.15598
	Emotional burnout in daily life OBE	2.731	1.01523
6	I often feel that life is meaningless	2.3924	1.23554
7	I often feel that I have lost interest in everything	2.4494	1.18132
8	I often feel that I can't do anything well	2.7722	1.28141
9	I often find it difficult to accomplish something	2.9051	1.17179
	Cognitive burnout of daily life OBR	2.6297	1.02699
	Overall burnout in daily life OB	2.7506	0.92737

The characterization of foreign language learning burnout is bifurcated into "language perception burnout" (LPB) and "language learning environment burnout" (LEB). The former pertains to the learner's passive stance towards the language itself, while the latter reflects the negative influence of the learning environment.

Table 6: Descriptive Statistics of Learning Burnout for Non-English Foreign Language Majors

NO	Description	Mean value	Standard deviation
1	When you see rows of foreign languages, you will feel headache or eye pain	2.3797	1.18164
2	I hope to avoid using my professional language as much as possible	2.0253	1.16722
3	I prefer to use other languages (Chinese, English) than the foreign language of my major	3.019	1.28426
4	I don't want to spend more energy on learning foreign languages outside professional courses	2.4873	1.21423
5	I don't have my own foreign language learning method and learning plan, or I can't carry out the plan well	2.9304	1.21097
6	Only during the exam will I learn a foreign language	2.1013	1.19014
	Behavioral Burnout in Language Perception LPA	2.4905	0.95683
7	I feel upset at the thought of learning a foreign language	2.2405	1.15891
8	When asked to write an article in a foreign language, I feel very resistant	2.7278	1.22941
9	When asked to speak a foreign language, I feel very reluctant	2.519	1.10426
	Emotional burnout in language perception LPE	2.4958	0.97072
10	I find foreign language learning no fun	2.019	1.0556
11	I find it useless to learn a foreign language	1.7468	0.9705
12	When asked to translate some materials, I found the task very difficult	2.6519	1.15061
	LPR of cognitive burnout in language perception	2.1392	0.86303
	Language Perceived Burnout (LPB)	2.4167	0.81953
13	I always feel sleepy in professional classes	2.5316	1.19271
14	I often sleep in professional classes	1.7215	0.98959
15	I used to make excuses to skip class	1.519	1.02031
16	I avoid talking to my classmates about problems related to professional study	2.0633	1.15479
17	I seldom plan to arrange my professional study time	2.3481	1.26656
	Behavioral burnout in language learning environment LEA	2.0865	0.85186
18	I feel very anxious at the thought of competing with my classmates in this major	3.3987	1.23608
19	When I encounter difficulties in my professional study, I can't deal with emotional waves calmly	2.6772	1.1959
20	Professional exams always bore me	2.5696	1.31317
	Emotional burnout in language learning environment LEE	2.8819	1.02279
21	I am worried that I can't get better grades in professional courses, so I feel very anxious	3.1329	1.33595
22	When I got up early in the morning, I felt very annoyed when I thought of completing professional courses such as reciting texts and writing compositions	2.7025	1.25941
23	I am not qualified for the course of my major	2.3291	1.18075
24	I think professional courses are useless and a waste of time	1.943	1.1015
	Cognitive burnout LER in language learning environment	2.5269	0.93183
	Language learning environment burnout LEB	2.416	0.79782
	Overall burnout index TB	84.759	22.40115

Based on the operational definition, individuals with an overall burnout index (TB=OB+LPB+LEB; range 33-165) exceeding 82.5 are classified as "burnout individuals." Of the 158 participants, 72 met this criterion, constituting 45.57% of the sample.

4.2 Variations in Burnout Metrics

Segmenting the undergraduates from Peking University's School of Foreign Languages based on language proficiency, academic year, admission method, and major preference, this study analyzed burnout level disparities. A univariate ANOVA was conducted on these segments, yielding:

Significant variations in perceived language burnout (LPB) and overall burnout (TB) among different student categories. Detailed post-hoc analysis revealed significant differences in language perception between certain groups.

Notable differences in overall burnout (TB) across academic years, with the transition from freshman to sophomore year being particularly pivotal in burnout progression.

Minor variations in burnout levels between those who selected the major as their first choice and those who did not.

No discernible gender differences in burnout levels.

During the interviews, students from different academic years exhibited varying levels of enthusiasm towards their studies. Freshmen generally maintained a positive learning attitude, while upperclassmen had developed strategies to optimize grades with minimal effort, often leading to disengagement in classes.

Table 7 Respondents' Description of Professional Learning Status

Freshman year	A8: The professional course is eight in the morning. Preview before each class. It's interesting to understand in class, and students and teachers are also very good. At the end of the term, I stayed in the library all day and studied all day.
Sophomore year	A7: Except for the history of literature, there is no class that makes me feel worth taking. It is boring. I will play with my mobile phone in class, write homework for other classes, and then brush Zhihu. The teacher will order people, but I just have to look at the place before he orders. If there is (homework), I will write it in class, or concentrate on taking a time to write it off.
Junior year	A1: The study status is particularly bad, and I can't listen to it in class. At that time, I began to get used to taking notes with computers. If I use computers, it is easier to be distracted. If I look at other web pages, I will frequently desert. The teacher's unchanging interpretation of words and examples in class is boring, and sometimes he feels that listening to the teacher read ppt is not as good as watching it himself. A2: Hardly listen unless you come back before being called. I will check the new words in advance, and then empty the class. I will listen to them casually when the teacher talks about them, and forget if I don't understand them. Never watch it after class unless there is homework. From freshman to junior, the class state is quite different. I tried hard, but I never understood the jokes of foreign teachers, and then I gave up. At first, I really wanted to learn professional linguistics well. Later, I thought that I didn't have the ability, and then I prepared for the exam. A3: For example, like a basic language course, almost the teacher said that I was playing mobile phones below; History or an introduction to vocabulary and grammar, I may learn it myself after class, and then listen to the part I don't know much about in class. A4: I don't learn much now. I will do some other things in class. Compare water.
Senior year	A5: We have more classes, so we don't have much time to digest after class. In the end, they learned to take exams. Everyone only read the books they need to report, and the rest pass through the water.

The disparity in academic commitment between lower and upperclassmen was further evident in their holiday study habits. While freshmen like A8 revisited class materials, seniors like A3, A4, A5, and A7 opted for other activities, indicating a shift in priorities as students progressed through their academic journey.

4.3 Burnout Correlation Analysis

This research categorizes the causes of burnout into two distinct groups: "internal causes" and "external causes," as detailed in Appendix I's questionnaire outline. By examining the correlation between potential burnout causes and three burnout levels (OB, LPB, LEB) alongside the overall burnout index (TB) (refer to Table 12), the study establishes that factors such as language adaptation, professional identity, influence from other languages, professional achievement, language opportunity, and social evaluation are intricately linked to burnout levels.

Table 9: Analysis of Correlation between Burnout Levels (OB, LPB, LEB) and Potential Burnout Causes

Genetic Factors	Correlation	Overall Burnout(OB)	Language Perceived Burnout (LPB)	Language Learning Environment Burnout (LEB)	Daily Burnout
Internal-language adaptation	Pearson correlation	.613**	.572**	.566**	.449**
ㅤ	Sig. (Single-tailed)	0.000	0.000	0.000	0.000
ㅤ	Number of cases	158	158	158	158
Internal-professional identity	Pearson correlation	-.570**	-.565**	-.522**	-.386**
ㅤ	Sig. (Single-tailed)	0.000	0.000	0.000	0.000
ㅤ	Number of cases	158	158	158	158
Internal-foreign influence	Pearson correlation	.516**	.506**	.466**	.379**
ㅤ	Sig. (Single-tailed)	0.000	0.000	0.000	0.000
ㅤ	Number of cases	158	158	158	158
Internal-Professional Achievements	Pearson correlation	.712**	.639**	.697**	.493**
ㅤ	Sig. (Single-tailed)	0.000	0.000	0.000	0.000
ㅤ	Number of cases	158	158	158	158
External-term opportunity (reverse description)	Pearson correlation	-.393**	-.435**	-.292**	-.295**
ㅤ	Sig. (Single-tailed)	0.000	0.000	0.000	0.000
ㅤ	Number of cases	158	158	158	158
External-social evaluation	Pearson correlation	.422**	.376**	.422**	.306**
ㅤ	Sig. (Single-tailed)	0.000	0.000	0.000	0.000
ㅤ	Number of cases	158	158	158	158
External-network technology (Reverse description)	Pearson correlation	-0.094	-.155*	-0.034	-0.022
ㅤ	Sig. (Single-tailed)	0.120	0.026	0.336	0.393
ㅤ	Number of cases	158	158	158	158

*. At 0.01 level (single tail), the correlation is significant.

. At 0.05 level (single tail), the correlation is significant.

For non-native English speakers, it is observed that the higher their adaptability to their chosen professional language and their sense of professional identity, the lower their burnout levels. Externally, factors such as learners' sense of professional achievement, availability of language opportunities, and recognition of their professional value by their social circles significantly influence burnout levels.

Interestingly, there's a noticeable correlation between learners' use of "network technology" and their perceived language burnout level (LPB). Essentially, the more learners utilize internet technology for professional learning, the less likely they are to experience language perceived burnout (LPB).

4.3.1 Challenges in Language Adaptation and Professional Identity

Based on a questionnaire survey, this research initially identified a strong correlation between language adaptation and professional identity with foreign language learning burnout. An analysis of foreign language learners' sentiments during interviews (see Table 10) further revealed that factors such as resistance to the target country's culture, discrepancies between idealized and actual university experiences, and intense interpersonal dynamics like competition with peers significantly dampen their learning motivation during their major studies.

Table 10: Descriptions of Respondents' Diminished Learning Motivation

Cultural exclusion	A2: (After reading the literary works of the target country) is actually more resistant to foreign language learning. The more I know this country, the more I feel that this country is not my favorite place. ..... I don't usually look for a play to watch, unless it is homework, but I haven't read it carefully.
ㅤ	A5: I don't usually find extracurricular resources to study. TV dramas are either about World War I or World War II. I can't stand it at all.
ㅤ	A7: I don't like watching (variety show) very much. I think it's silly... There are too many elements of self-hatred and self-taboo in culture, which have no vitality.
Expectation gap	A3: I must be disappointed... I feel that the teacher doesn't like me very much.
ㅤ	A5: The cost of trial and error is very high. Few people choose a major after they really understand it, and there will be a big gap in the end.
ㅤ	A6: Because I was holding on to being a translator and a diplomat in the future. At the beginning of our junior year, we didn't have intensive reading classes, so we began to turn them all into literature classes. At that time, we felt that we wanted to escape, but we couldn't escape......
ㅤ	A7: Since it is a first-class university, this school has so many resources and so good students, I think we should do more.
Interpersonal stress	A3: (The pressure) is very high because it is very curly. For example, the teacher asked us to talk about a research plan, and he almost handed in half a paper. However, this is not the case with group homework. He always said that he was sick and had no time to do it, and then I was doing it.
ㅤ	A1: Although I have studied for three years, I often can't say authentic expressions. Sometimes I know that I am inaccurate, but I can't think of a better expression. At this time, I feel depressed. I will envy those students who speak well, and then I feel that I can't compare with them anyway, so I may not want to work hard.
ㅤ	A2: My classmates have a great influence on me. They wiped out my fighting spirit. I feel that I can never catch up with a powerful person, and I am left behind when I am not careful. Students in the class are wary of each other, not saying how much they have learned and how much they have paid, just like information competition. Students will not communicate with each other in their future direction choices. Students in the college have little communication and weak feelings.
ㅤ	A7: Some students in the class with special papers make people feel uncomfortable and oppressive.

Among them, 3 of the 8 interviewees with higher overall burnout index (TB > 110) all mentioned their antipathy to some literary works and even their culture in the target country; Students with average burnout index (60 < TB < 110) did not involve the attitude of being discouraged from the culture of the target country, but expressed the distress of expectation gap and interpersonal pressure. A8, a freshman with the lowest burnout level, expressed a positive attitude towards professional learning content and learning environment: "(Professional learning) is quite interesting. Classmates and teachers are also very good."

4.3.2 Mismatch Between Teaching Supply and Demand

The misalignment between teaching supply and demand serves as a significant factor contributing to burnout among foreign language learners. This mismatch encompasses a uniform learning approach, suboptimal classroom outcomes, and a considerable psychological gap from academic resources.

(1) Homogenized Learning Approach

Learners are distinct entities with individualized cognitive patterns. Consequently, even within the same course, learners' experiences and outcomes can vary considerably due to cognitive disparities. In this study, participants A1, A3, and A7 highlighted the benefits of online multimedia resources for their language learning. They expressed a preference for learning through simultaneous auditory and visual inputs over traditional intensive reading courses. In contrast, participants A2 and A6 struggled with leveraging online resources and expressed a stronger affinity for the conventional teacher-led learning approach prevalent in high school English classes.

Table 11 Differences in learning styles of respondents

Send-off students	A1: I think watching TV dramas and movies is a good way to regain my love for language. I especially like to look for various videos on the Internet when I was in primary school, and my English has been quite good since then. Sometimes I feel that the content in class is really out of touch with real life, so it is difficult to apply it to my life after learning it, which makes me feel that what I have learned is really valuable and meaningful. On the contrary, the materials I saw on the Internet based on my own interests really have an impact on my life and are meaningful and valuable to me.
ㅤ	A7: I must be in a better state when I learn it myself, because I think I have always been very emotional when I learn it myself, especially during the summer vacation. I think watching TV dramas too much will help … It is very comfortable whether it is pronunciation or special in various places, and then you will really think it is very interesting for you to learn these expressions. They actually have a lot of literary works, which is quite good to be honest.
College entrance examination student	A2: I don't like watching dramas and TV programs in the target country. I don't think it is attractive, so it doesn't help me much. Without these (Internet) technologies, I will study hard instead. There are too many extra-curricular materials, and I feel that I don't know how to work hard, but some students may make good use of these materials, and then I won't use them, and then I don't want to learn. Sometimes I really want to overtake in the corner during the holiday, and then I make a heavy plan, but if it doesn't correspond to the textbook content, I just go to learn in general, and I feel that there is no way, and then I don't know how to start.
ㅤ	A6: It's not that you haven't thought about finding some (network) resources to study during the holidays. TV dramas are serious and not very interested. ..... After the intensive reading class disappeared, it was not so happy. Maybe it is because the study habit stays in the mode of learning English in high school, or I hope a teacher will lead everyone and urge everyone (study).

Table 11 illustrates the varied learning preferences of the participants. It reveals a tendency among both groups to adhere to a specific learning model. Despite their self-awareness, entrenched learning habits prevent them from exploring diverse language learning techniques. Their reliance on high school learning methods, especially when it comes to pronunciation and context, often clashes with undergraduate foreign language courses, leading to perceptions of these courses as "ineffective" or "tedious.”

(2) Suboptimal Classroom Learning Outcomes

Intensive reading forms the backbone of the undergraduate curriculum in the Foreign Languages College, supplemented by courses in listening, speaking, reading, writing, grammar, and cultural subjects. Of the eight participants, seven expressed dissatisfaction with their classroom learning outcomes, particularly with the intensive reading classes. These classes often lack thematic coherence, leading students to question their utility in building a structured knowledge base or fostering critical thinking in a foreign language.

Furthermore, the emphasis on literature in some departments of the School of Foreign Languages at Peking University has been met with skepticism. The traditional approach to teaching literature, which prioritizes input over output, fails to engage students effectively. This method is especially detrimental for students who view foreign languages as tools for broader academic pursuits, such as comparative literature or cross-cultural studies.

Table 12 Respondents' statements on the classroom learning effect of specialized courses

	The course arrangement is unreasonable, the teaching form is single, the course content is not in-depth and routine, and the output is lack of effective feedback
① ③	A2: Actually, it's not that the teacher doesn't want to speak well. But the teacher will have other tasks, and then let him spread his teaching time and the level of teaching (which can be achieved after preparing lessons well). Another is that the total class hours are limited, so the teacher is not allowed to speak very deeply. Then, in order to complete the teaching plan, the teacher can only give you a glimpse. I feel that it is not the teacher's problem, but the whole system.
② ③ ④	A3: I don't like academic school very much. Some teachers drill deeper and deeper... For example, the selection of modern literary works is completely different for another teacher. Like the national conditions and society class, it is full of question marks. Therefore, I still feel that the teacher's style has a great influence on the course... In the senior language class, the teacher still talks about the grammar in the article and then the words as before. But I think the teacher should actually be a topic initiator, encourage us to use it, lead us to output it, and then modify the output, such as converting lower-level vocabulary into higher-level vocabulary, expressing it in her language, and then we learn it in reverse. I think this is effective.
④	A4: Teachers do a mediocre job in stimulating interest. When I was a freshman, I told my classmates to read more books. There will be graduate students to correct pronunciation and supervise reciting texts every week in freshman year. Otherwise, the texts will not be recited in sophomore year.
① ② ③	A5: Every day is intensive reading, and it takes four hours at a time. Because there are too many professional courses, I have not finished my double degree. Two years of language classes make people stupid, and they feel like primary school students every day, pushed away by exams, papers and homework. The professor is very old-fashioned. He has compiled a textbook and will ask one by one according to a row of questions on the handout. Every morning when I get up, I endure primary school students' Chinese reading problems, and the analysis is particularly routine, which makes me feel that this is not the kind of literary research. When my junior year just came back from the exchange (from the target country), the contrast was very strong, and I suddenly felt how this department was like this, and then I was very slack.
② ③ ④	A6: I don't think it's because the course content is too small and the course duration is too long that everyone is weak, but because the teacher didn't set up more class forms in advance. For example, if we take a grammar class, we will spread it over there, and then everyone will start with the words, then the text and grammar. The teacher asks everyone if they have any questions. Do you understand? No, then it's over. Then completely throw our oral practice and listening practice to the foreign teacher, but the foreign teacher will not correct your grammar mistakes, including some Chinese thinking mistakes. In the end, you may not know where you are wrong without knowing it. Some teachers don't have high expectations for students. I hope that teachers and students can help each other... There is very little feedback on homework. Once in the final thesis, the teacher gave a comment saying, "The topic is too big, and it should be corrected later"... For example, we never teach you how to write a resume in professional language. In the future, I will go to work in the target country, and I will find that I don't know my most basic terms, and no one will teach me.
① ③ ④	A7: I've always liked this language. I just don't want to be in our department. On the contrary, the classes in the department have obliterated my interest, which I think is absolute, including course arrangement. Why is it in the morning of eight every time? I have great opinions and feel like I am going to die every day... I really don't know what I can read in four years of college. I still feel that most of the time I still teach myself … I took English class in junior high school, which is more like our intensive reading class, but not every class talks about texts. If there are 16 classes in a semester, he may only give lectures in seven or eight classes, then watch documentaries for the rest of the time, then write summary, and then change each other after writing. After the change, the teacher will help you change, and then you can get a particularly detailed feedback on your output. We really don't have any feedback now.

Table 12 presents participants' feedback on specialized courses, highlighting issues like an imbalanced curriculum, monotonous teaching methods, superficial course content, and inadequate feedback mechanisms. These challenges often result in students feeling disillusioned and experiencing academic burnout.

(3) Extended Psychological Distance from Academic Resources

Beyond the aforementioned challenges, the perceived inaccessibility of academic resources further exacerbates students' feelings of burnout. The term "psychological distance" pertains to an individual's perceived closeness or affinity to another entity. In this context, it denotes foreign language students' perceptions of the accessibility of academic resources, such as literature, faculty, and courses. Despite the college's rich academic offerings, many undergraduates remain unaware or unable to utilize them effectively. For instance, participants A1, A3, and A6 acknowledged the wealth of resources in the Foreign Languages Institute library but admitted to underutilizing them. Additionally, the perceived difficulty in securing academic guidance from faculty further diminishes students' motivation for professional learning.

4.3.3 Diminished Professional Commitment

Of the eight participants, only the freshman, A1, expressed optimism about the future trajectory of the major based on their course experiences, stating, "I am quite proud of studying a language major now. I feel that I am genuinely acquiring knowledge." Conversely, the other seven participants questioned the value of their professional studies in relation to future career prospects, considering factors such as societal recognition, professional competitiveness, employment opportunities, and personal interests. Particularly in departments with a literary focus, students not inclined towards academic research or who feel they lack aptitude often view their professional courses as a "waste of time" (A5).

Professional commitment pertains to the dedication and perseverance of foreign language students towards their major throughout their university tenure. According to the 2018 Employment Destination Report from Peking University's School of Foreign Languages, out of 192 graduates, only 53 pursued postgraduate studies at the same institution. Notably, a mere 16 chose to continue in the same foreign language direction within the department, constituting less than 19% of the total postgraduate cohort. This figure is considerably lower compared to other departments at Peking University for the same year. Feedback from participants indicated that many peers were not considering a career aligned with their major. Reasons varied, from pre-existing intentions to switch majors or careers to the realization of limited research opportunities within the major, leading to diminished enthusiasm for professional studies (refer to Table 13).

Table 13: Expressions Reflecting Participants' Professional Commitment

A2: "Many peers view minor languages as stepping stones, either transitioning to other majors or careers, or leveraging their linguistic skills elsewhere. While this approach is valid, relying solely on language skills can limit one's opportunities. Like many, I feel my language training is still inadequate to stand out in the job market.”

A6: "Few genuinely envision a future in this major, myself included. If I were to pursue postgraduate studies in this language, I'd consider other institutions. The content I'm learning now seems disconnected from my future aspirations, but that's not entirely our fault.”

A4: "Some aim to switch careers and don't prioritize their major. I believe this field won't be my future, so I don't see the importance of these studies.”

4.4 Model of Burnout

Drawing from the analysis in sections 4.1, 4.2, and 4.3, this study proposes a "Burnout Model for Non-English Foreign Language Majors" (refer to Figure 1). This model aims to elucidate the causes and factors influencing burnout among non-English foreign language majors at Peking University's School of Foreign Languages.

Fig. 1: Burnout Model for Non-English Foreign Language Majors

The model categorizes burnout causes into four dimensions: individual, classroom, institutional, and societal. Individual factors influence the Language Perceived Burnout (LPB) level. Both individual and classroom factors impact the Learning Environment Burnout (LEB) level. The Daily Burnout (OB) level is shaped by individual, classroom, and institutional factors. Additionally, societal factors exert varying influences on LPB, LEB, and OB levels.

At the individual level, factors such as cultural acceptance of the target country, foreign language learning style, and ideal self in the second language shape language perception, influencing LPB. Additionally, opportunities to use the language, societal valuation of the language, and the efficiency of online foreign language resources also affect LPB.

From the classroom perspective, the teaching style and competitive environment shape the foreign language learning milieu. The interplay between this environment and individual language perception determines the LEB level. Increased language usage opportunities and positive societal valuation of the language can mitigate LEB.

Both language perception and the learning environment influence the OB level. Given that students operate within an institutional framework, elements like training programs, academic resources, and further education policies also play a role. The OB level is further influenced by language usage opportunities and societal valuation of the language.

4.5 Strategies to Counteract Burnout

Addressing how non-English major foreign language learners can sustain their motivation and implement measures to mitigate professional learning burnout is imperative. Both learners and foreign language educators—including curriculum designers, researchers, and academic administrators—must prioritize this issue. This study delineates burnout mitigation strategies across three tiers: students, pedagogy and research, and administrative management.

4.5.1 Student Tier

Foreign language learners, being directly affected by burnout, are pivotal in addressing this challenge. Data analysis from section 4.3 indicates a notable correlation between learners' utilization of internet technology and their Language Perceived Burnout (LPB) levels. Interviews further substantiate the hypothesis that online resources can alleviate LPB. Several participants (A1, A3, A7) emphasized the significance of online resources for their academic pursuits. However, some (A2, A4) primarily use machine translations to alleviate academic pressures.

Feedback suggests that while first-year students receive substantial academic guidance, this support wanes in subsequent years. Many students have sought advice from senior peers, but initiating such interactions can be daunting. Despite these efforts, many respondents felt their burnout remained unaddressed.

4.5.2 Pedagogical and Research Tier

The foundational years are crucial for shaping foreign language majors' learning approaches. It's essential to foster positive learning emotions through constructive feedback. Educators must be attuned to students' emotional states, extending beyond mere content delivery. They should also be equipped to address negative emotions, tailoring interventions based on students' needs, learning styles, and curriculum demands.

It's imperative to recognize the diverse burnout causes among non-English foreign language majors, as highlighted in section 4.2. Pedagogical strategies should be adaptive, ensuring students receive positive feedback and sustained motivation. Additionally, curriculum design should prioritize student engagement, incorporating relevant and coherent language materials.

Incorporating practical projects can bridge the gap between theory and real-world applications. Such courses, emphasizing deep learning, can transition students from academic settings to real-world scenarios, enhancing their holistic development.

Universities should prioritize courses that align with students' interests and future aspirations. This necessitates educators having a comprehensive grasp of their subject matter and a passion for imparting knowledge. Furthermore, institutions should incentivize teaching excellence, ensuring that undergraduate education enriches students' life experiences and equips them with critical skills for their future endeavors.

4.5.3 Administrative Management Tier

Many students grapple with uncertainties regarding their academic and career trajectories. These concerns, manifesting as low self-awareness and anxiety, are intricately linked to burnout. Institutions should optimize mentorship systems, offering academic guidance, mental health support, and career counseling, especially for freshmen transitioning from exam-centric education.

Given the misalignment between teaching provisions and student needs, as discussed in section 4.3.2, universities should adopt a more flexible curriculum. This could include increased elective credits, collaborations with international departments, and leveraging online platforms to offer diverse courses.

To foster a supportive academic environment, institutions should promote open dialogues between educators and students. Such interactions can alleviate academic challenges and foster a collaborative learning atmosphere.

Lastly, institutions should bolster students' professional awareness, offering activities that illuminate potential career paths and highlight the value of their chosen major. This can be achieved through alumni interactions, professional lectures, and exposure to real-world language applications.

V. Conclusion

This study's primary findings, derived from questionnaire and interview analyses, include:

Approximately 50% of non-English foreign language majors at Peking University's School of Foreign Languages experience professional learning burnout.

Burnout levels vary based on admission methods and other factors.

Burnout correlates with various factors, including teaching provisions, professional loyalty, and technology usage.

While some students have made efforts to address burnout, these haven't yielded significant results, underscoring the need for comprehensive strategies at pedagogical and administrative levels.

This study's limitations include its inability to assess burnout levels across all undergraduate cohorts and the reliance on self-reported data. More rigorous analyses would require extended research durations or controlled variables.

Despite these limitations, this study offers valuable insights for foreign language discipline development. Given the limited opportunities in foreign language and literature, undergraduate curricula should prioritize practical skills over purely academic research. The competencies developed during undergraduate studies—such as empathy, teamwork, and critical thinking—should empower students to excel in diverse fields.

Higher education is a multifaceted system, with societal, institutional, educator, and student components. Addressing burnout requires a holistic approach, aligning educational objectives with broader societal values and long-term educational goals. This is essential to effectively address the challenges faced by non-English foreign language undergraduates.

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Appendix I Outline of Questionnaire

Questionnaire on Foreign Language Learning Burnout of Non-English Foreign Language Majors

First, the first language

1.1 Background Introduction

Hello, we are students from School of Foreign Languages, Peking University. Thank you for filling out this questionnaire.

This questionnaire is used to investigate the learning burnout of undergraduates in Foreign Languages College. We hope to understand the difficulties encountered by students in foreign languages college and put forward possible solutions through the questionnaire.

1.2 Privacy issues

The results of this survey are for academic research only. This study is completely anonymous, and all the information you provide will be strictly confidential; After analyzing the data, all your data will be deleted immediately to ensure that it will not be leaked and have any adverse effects on you.

1.3 Overview of the Questionnaire

This questionnaire consists of five pages. The first part is the preface, which introduces the basic situation of this questionnaire; The second part will collect some simple personal information about you (such as major, grade, etc.); The third part is the topic for academic research.

Second, the background information

2.1 Basic information

Q1. I am an undergraduate student in the School of Foreign Languages, Peking University [multiple choice] *

0 Yes

0 No

Q2. My major is a language other than lingua franca (English) [multiple choice] *

0 Yes

0 No

Q3. I am a high starting point student [multiple choice] *

0 Yes

0 No (please skip to question 4)

Q4. Gender [multiple choice] *

0 Male

0 Female

Q5. Grade [multiple choice] *

0 freshman year

0 sophomore year

0 Junior year

0 Senior year

0 Extension

Q6. Professional [multiple choice] *

0 Russian

0 French

0 German

0 Spanish

0 Portuguese

0 Japanese

0 Arabic

0 Mongolian

0 Korean

0 Vietnamese

0 Thai

0 Burmese

0 Indonesian

0 Filipino

0 Hindi

0 Brahma

0 Urdu

0 Persian

0 Hebrew

Q7. Admission method [single-choice question] *

0 walk

0 College Entrance Examination

0 transition system

Q8. This major is my first choice (if you are a major change student, please choose Yes) [multiple choice] *

0 Yes

0 No

Q9. Please objectively evaluate your foreign language proficiency [multiple choice] *

0 primary

0 Intermediate

0 Advanced

Q10. The frequency of communicating learning status, learning plan and development plan with my teachers after class is [single-choice topic] *

0 Frequent

0 Often

0 Occasionally

0 Rarely

0 Almost none

2.2 Language Experience

Q11. The following statement fits my case [multiple choice] *

I learned this professional knowledge in advance before I entered the university

I have participated in competitions related to my major (such as speech contest, composition contest, dubbing contest, etc.)

I have participated in interpretation and translation projects in my professional language

I have served as an international volunteer and used my professional language skills

I have served as a teaching assistant and teacher in this professional language

I have had internship experience in professional language direction (such as overseas operation, foreign language editing, etc.)

Third, the level and causes of burnout

3.1 Burnout level

3.1. 1 Burnout in daily life

Q12. Please choose your opinion on the following statement

Note: The following are descriptions of normal living conditions [Matrix Scale Questions] *

	Strongly Disagree	Somehow Disagree	Not Sure	Somehow Agree	Strongly Agree
I often feel very tired	0	0	0	0	0
I often feel exhausted	0	0	0	0	0
I often feel weak or unwell	0	0	0	0	0
I often feel tired	0	0	0	0	0
I often find it difficult to continue my life	0	0	0	0	0
I often feel that life is meaningless	0	0	0	0	0
I often feel that I have lost interest in everything	0	0	0	0	0
I often feel that I can't do anything well	0	0	0	0	0
I often find it difficult to accomplish something	0	0	0	0	0
Please choose "very agree" for this topic	0	0	0	0	0

3.1. 2 Language perception burnout

Q13. Please choose your opinion on the following statement

Note: Unless otherwise specified, "foreign language" in this questionnaire refers to the professional language learned. [Matrix Questionnaire] *

	Strongly Disagree	Somehow Disagree	Not Sure	Somehow Agree	Strongly Agree
When you see rows of foreign languages, you will feel headache or eye pain	0	0	0	0	0
I hope to avoid using my professional language as much as possible	0	0	0	0	0
I prefer to use other languages (Chinese, English, etc.) than the foreign language of my major	0	0	0	0	0
I don't want to spend more energy on learning foreign languages outside professional courses	0	0	0	0	0
I don't have my own foreign language learning method and learning plan, or I can't put the plan into practice well	0	0	0	0	0
Only during the exam will I learn a foreign language	0	0	0	0	0
I feel upset at the thought of learning a foreign language	0	0	0	0	0
When asked to write an article in a foreign language, I feel very resistant	0	0	0	0	0
When asked to speak a foreign language, I feel very reluctant	0	0	0	0	0
I find foreign language learning no fun	0	0	0	0	0
I find it useless to learn a foreign language	0	0	0	0	0
When asked to translate some materials, I found the task difficult	0	0	0	0	0

3.1. 3 Linguistic burnout

Q14. Please choose your opinion on the following statement

Note: Unless otherwise specified, "foreign language" in this questionnaire refers to the professional language learned. [Matrix Multiple Choice] *

	Strongly Disagree	Somehow Disagree	Not Sure	Somehow Agree	Strongly Agree
In professional classes, I always can't stay focused	0	0	0	0	0
I always feel sleepy in professional classes	0	0	0	0	0
I often sleep in professional classes	0	0	0	0	0
I used to make excuses to skip class	0	0	0	0	0
I avoid talking to my classmates about problems related to professional study	0	0	0	0	0
I seldom plan to arrange my professional study time	0	0	0	0	0
I feel very anxious at the thought of competing with my classmates in this major	0	0	0	0	0
When I encounter difficulties in my professional study, I can't calmly deal with emotional fluctuations	0	0	0	0	0
Professional exams always bore me	0	0	0	0	0
I'm worried that I won't get better grades in my major courses, so I feel anxious	0	0	0	0	0
When I got up early in the morning, I felt very tired when I thought of completing the learning tasks of memorizing texts and writing compositions	0	0	0	0	0
I am not qualified for the course of my major	0	0	0	0	0
I think professional courses are useless and a waste of time	0	0	0	0	0

3.2 Causes of burnout

3.2. 1 Internal reasons

Q15. Please choose your opinion on the following statement [Matrix multiple-choice question] *

	Strongly Disagree	Somehow Disagree	Not Sure	Somehow Agree	Strongly Agree
My professional language pronunciation is too difficult, and my pronunciation is not standard	0	0	0	0	0
My specialized language vocabulary is too much, and my vocabulary is too small	0	0	0	0	0
My professional language grammar is too difficult. I always make grammatical mistakes	0	0	0	0	0
I don't like the culture of the target country of my professional language	0	0	0	0	0
I have no talent for learning foreign languages	0	0	0	0	0
It is difficult for my professional foreign language level to surpass my English level	0	0	0	0	0
My professional study interferes with my study and use of other languages	0	0	0	0	0
I understand the training program of this major (curriculum, training objectives, etc.)	0	0	0	0	0
I am very willing to tell others what major I am studying now	0	0	0	0	0
What I am studying now can really stimulate my potential and make me grow personally	0	0	0	0	0
So far, my professional study has fully demonstrated my ability	0	0	0	0	0
My major provides me with enough development space to realize my self-worth	0	0	0	0	0
After graduation, I will be engaged in the work of "professional counterpart"	0	0	0	0	0
Sometimes I can't keep up with the rhythm of professional courses	0	0	0	0	0
I can't compare with other students in the same major in professional study	0	0	0	0	0
I can't answer the teacher's questions well in class	0	0	0	0	0
I can't express myself well in my professional language	0	0	0	0	0
Although I studied hard, I got a low score in the professional exam	0	0	0	0	0

3.2. 2 External causes

Q16. Please choose your opinion on the following statement [Matrix multiple-choice question] *

	Strongly Disagree	Somehow Disagree	Not Sure	Somehow Agree	Strongly Agree
I can find a partner to learn a foreign language with	0	0	0	0	0
I have more opportunities to use my professional language outside the classroom	0	0	0	0	0
I have access to high-quality foreign language corpus, such as film and television works, literary works, news broadcasts and so on	0	0	0	0	0
Foreign languages are just tools	0	0	0	0	0
The employment prospects of foreign language majors are not good	0	0	0	0	0
The admission threshold for foreign language majors is very low	0	0	0	0	0
The foreign language level of foreign language graduates is not as high as that of international students	0	0	0	0	0
The native language level of graduates majoring in foreign languages is greatly influenced by foreign languages, and their Chinese level has obviously regressed	0	0	0	0	0
The Internet has helped me solve many problems in language learning	0	0	0	0	0
The Internet provides many high-quality resources for learning foreign languages, such as foreign language teaching materials, online courses, film and television literature works, news broadcasts and so on	0	0	0	0	0
The Internet provides tools to improve the efficiency of foreign language learning, such as online dictionaries, corpus, machine translation and so on	0	0	0	0	0
I use my computer to complete most of my professional notes and homework	0	0	0	0	0

That's the end of this questionnaire. Thank you very much for your participation!

Appendix II Interview Outline

Introduction

Hello, we are students from the School of Foreign Languages, Peking University. We are doing a survey on the learning burnout of non-common language majors in the School of Foreign Languages, Peking University. Thank you for taking the precious time to participate in our interview. To ensure the effectiveness of the interview, please answer each question truthfully, and we will record the whole interview so as not to miss your point of view.

All the information you provide will be kept strictly confidential; After analyzing the data, all your data will be deleted immediately to ensure that it will not be leaked and have any adverse effects on you.

May I start recording?

The first part is importing problems

Could you please introduce yourself briefly, including departments and colleges, etc.

How did you become a foreign college student? Can you tell me your story? A mental journey of choosing this major.

The second part is burnout characteristics

The new semester has begun. Can you describe the current learning status? (Describe one of your weekly schedules.)

Do you think this study state can be maintained until the end of the term? Will the study status be different in the final quarter?

Is your study status the same during the holidays as during school? What factors do you think lead to such differences?

Do you feel satisfied with your current study status? What is your ideal study state?

Do you regret choosing a minor language major? Or regret that you chose Peking University and went to other schools, or study a new foreign language directly by going abroad? Do you think you will have better development in this way?)

What are your feelings for the language of your major, do you like it very much, or do you think you actually prefer other languages?

Leaving the language itself, do you think the education you received in the outer court made you like the language a lot that you didn't like before, or did you kill the enthusiasm you had?

In the discipline rating released by the Ministry of Education this month (March 2021), the School of Foreign Languages of Peking University was selected as a national level (English, Russian, German, French, Arabic, Japanese, Hindi, Spanish, Persian, Korean, Filipino, Sanskrit Pali, Indonesian, Burmese, Mongolian, Thai, Urdu, Vietnamese)

When people ask you what your major is outside the school, will you be willing to tell others about your major?

The third part is the causes of burnout

3.1 Curriculum

Have you understood the training objectives of this major? Do you think there is a difference between the reality and the goal? What do you think the training goal of minor language major should be?

Can you tell us something about the professional courses you have taken in the past? Such as intensive reading class, grammar class, culture class, history class and so on

You mentioned these courses. We divided them into basic language courses and cultural courses based on or focusing on languages. Do you think this classification is reasonable?

Which of these lessons do you find very useful and would recommend to anyone who wants to learn the language, and which do you find completely unnecessary and a waste of time?

What important abilities do you think universities should cultivate? Do specialized courses cultivate these abilities?

3.2 Teachers

For the courses just mentioned (good courses, thunder courses, water courses), if they are the same courses, do you think the results will be very different for another teacher?

In addition to the school curriculum, have you ever heard of language courses or cultural courses offered by other institutions? What do you think is the difference between the level of teachers and the rationality of curriculum setting compared with the professional courses in school? Will school teachers be more professional?

Did you know or even learn your professional language before high school?

How do you think liberal arts should be taught in universities? (You will be more rewarding and feel more practical.)

Now, please try to recall the class of professional courses. Can you remember a moment that you think shocked, shaken or consolidated your own values or ideals and beliefs? For example, the teacher said a certain point of view, which inspired you deeply, or a certain sentence of the teacher made you feel disappointed in the classroom of Peking University.

Is there a mentor who can help you effectively when you need help? Do you think the existence of such a character will help you a lot?

3.3 Students

Do you think your study peers, that is, your classmates who attend classes with you every day, have a great influence on your study status?

Do you often compare your foreign language proficiency with that of your classmates in the same major?

Part IV Burnout Relief

When you face the future development direction and the difficulties in learning methods, you can only solve them by yourself? How do you usually solve it? Have you communicated with seniors and sisters, or other people with similar experiences and backgrounds? What do you think?

What role do you think the Internet and some new technologies (such as electronic dictionaries, translation, music, video and text resources at your fingertips) have played in your foreign language learning process?

Have you ever been to the outer library? What kind of place do you think it is? Have the resources here been well utilized?