VietTESOL International Convention 2026

This study examines academic burnout among Vietnamese university students preparing for a high-stakes English proficiency test in the context of its growing social and educational significance. In Vietnam, such tests function not only as measures of language proficiency but also as forms of linguistic capital associated with academic access, employability, and social prestige. Their rapid expansion, commercialization, and visibility in social media have intensified pressure surrounding test preparation. However, the impact of this pressure on learner well-being remains underexplored. Drawing on linguistic capital and Conservation of Resources theory, this study investigates whether perceived social pressure predicts academic burnout and how collectivist cultural values shape learners’ experiences. The study proposes that social pressure may lead learners to increase study intensity, which over time contributes to resource depletion and burnout. A sequential explanatory mixed-methods design is employed. Phase 1 consists of a survey of 150 university students from multiple universities in Vietnam. Quantitative data are analyzed using reliability testing, descriptive statistics, correlation, and regression. Phase 2 involves semi-structured interviews with selected participants to explore how expectations are communicated and experienced. The study highlights the relationship between assessment practices, learner pressure, and well-being, and suggests the need for more sustainable and learner-sensitive approaches to English language education in Vietnam.