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The aim of this study is twofold: to investigate the burnout levels of native and non-native ELT teachers in an EFL context, and to account for the reasons behind the most stressful aspects of being an ELT teacher in an EFL context for the two target groups. Employing a qualitative design method, 30 ELT teachers are divided into two groups equally;15 native and 15 non-native ELT teachers. The data is collected using the Maslach Burnout Inventory Educators Survey online to find out the burnout levels of the two groups within the three components- emotional exhaustion (EE), depersonalisation (DP) and reduced personal accomplishment (RPA)- based according to the survey’s scoring subscales calculation and its labels as high and low, and the burnout levels of the two groups are compared to find out whether there is any difference between them, and if there is, to find what the level of difference is. The procedure also includes online interview to find out the reasons for burnout. The findings revealed that there is a difference between the two groups of teachers in relation to their burnout level; where there is ‘low’ burnout level of non-native EFL teachers, the scoring indicated a ‘high’ level of burnout for native EFL teachers. Content analysis of online interview data and the use of coding indicated the reasons behind the ‘high’ burnout level due to hardness of contextual patterns, divided into three categories: working, interaction and EFL teaching; in contrast the analysis of non-native EFL teachers’ data indicated the reasons of ‘low’ level of burnout for those teachers due to positive consideration of ELF teaching and doing interest increasing post-graduate degrees such as M.A. and PhD in education field under the theme of ‘teaching a life-long process’. Implications are discussed in the discussion and conclusion section, one of which might be the same as what the title of this research study says: no isolation, but co-operation with the two.
native EFL teachers, non-native EFL teachers , emotional exhaustion, depersonalisation, reduced personal accomplishment