This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.

This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.

TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses or rebuttals to any articles or remarks published here in the Forum or elsewhere in the Quarterly.

This article demonstrates how, at a time when learners may be experiencing fear and chaos in other aspects of their lives, a focus on language task engagement is essential across both online and offline language learning contexts. It presents a model of language task engagement and describes why and how teachers can use it to support learner achievement during the current crisis and in the future.

This paper focuses on the divide at the classroom level in computer-assisted language learning (CALL) that is centered on how those who have technology use it in the pursuit of effective language teaching and learning. This divide is the result in part of the current emphasis on emerging technologies in the CALL literature and in CALL language teacher development that seems to indicate that good CALL activities and lessons can only be carried out with the use of advanced and cutting-edge technologies. The aim of this paper is twofold: (a) to argue that optimal language learning activities can be supported by the use of ‘limited’ technologies, and (b) to present a framework for developing language learning tasks in limited technology contexts. We do not suggest ways to bridge the digital divide that exists between technology haves and have-nots. Instead, we focus on ways to provide effective language learning experiences in CALL classrooms regardless of the technologies available. In doing so, we propose ways to work around the divide created by the overemphasis on new technologies. We suggest that rather than lamenting the fact that our tools are not the latest and greatest, we must pay attention to using the tools at hand to students’ best advantage while we look for ways to obtain additional resources. We must also consider and collaborate with educators who have accepted the position that the use of limited technology cannot be effective in supporting student learning or who do not know how to use their technology to present students with effective opportunities. By addressing these issues in the literature and other forums, the digital divide in CALL classrooms between good technology use and poor technology use can be bridged to the benefit of all.