Academic burnout has become a pressing concern in higher education, yet its
manifestation among English Education students remains underexplored,
particularly in the Indonesian context. These students occupy a dual role, as they
are required to develop advanced language proficiency while simultaneously
building a professional identity as future teachers, which places them under a
distinct form of stress. This study aims to identify the types of academic burnout
experienced by English Education students and to examine the coping strategies
they employ, along with their perceived effectiveness. A qualitative
phenomenological approach was adopted, with data collected from five final-year
students through narrative frames and semi-structured interviews. The study is
grounded in Maslach and Jackson’s (1981) Burnout Inventory framework and
Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping, and data
were analyzed using an inductive thematic approach following the interactive
model of data reduction, display, and conclusion drawing. The findings reveal that
all three burnout dimensions were present, with emotional exhaustion emerging as
the most dominant, as participants reported significant emotional depletion
affecting their daily functioning, relationships, and academic engagement.
Depersonalization appeared as a temporary disengagement response, while reduced
personal accomplishment manifested as a teacher identity crisis, particularly during
the practicum. In coping with burnout, students employed a combination of
emotion-focused, cognitive, and problem-focused strategies in a sequential and
self-regulatory manner. These findings suggest that burnout among English
Education students is closely linked to their dual role, highlighting the importance
of both personal and institutional support in sustaining their academic and
professional development.

Keywords: academic burnout, coping strategies, emotional exhaustion,
depersonalization, reduced personal accomplishment.