AUTONOMOUS LEARNING AS A COPING MECHANISM FOR ACADEMIC BURNOUT IN PRE-SERVICE TEACHERS

Abstrak

Academic burnout is becoming an increasing concern in higher education, particularly among English Education students who serve as pre-service teachers with demands for language proficiency and professional preparation. This literature review aims to synthesize international research findings related to academic burnout, coping strategies, and autonomous learning in the context of language education. The method used is a narrative thematic review by grouping research results into conceptual themes to identify common patterns, differences in findings, and research gaps. The synthesis results show that emotional exhaustion, decreased learning motivation, and low academic engagement are often triggered by high academic workload, language anxiety, and professional pressure as prospective teachers. Adaptive coping strategies such as learning planning, self-reflection, and emotion regulation have been proven to help students manage academic pressure more effectively. In addition, autonomous learning plays an important role as a mechanism that strengthens students' ability to manage goals, strategies, and responses to academic stress. These findings confirm that strengthening independent learning regulation is key to reducing the impact of academic burnout and supporting the sustainability of learning among pre-service English teachers.