A Study of Flow Theory in the Foreign Language Classroom

Abstract

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.

An Examination of the Effects of Flow on Learning in a Graduate-Level Introductory Operations Management Course

“…Prior studies have examined the effects of flow in higher education (Ghani, 1995;Kiili, 2005), foreign language studies (Egbert, 2003), music education (Custodero, 2002), education for the gifted (Rea, 2000), and instructional design using hypermedia (Chan & Ahern, 1999;Konradt, Filip, & Hoffman, 2003).…”

Learning to Program with Personal Robots

“…A key part of instructional design is identifying the trigger that stimulates an individual's natural curiosity so that they become highly engaged at the task. Activity content becomes central to establishing and maintaining flow [Egbert 2003;Huang et al 2010b]. …”

The fragility of group flow: The experiences of two small groups in a middle school mathematics classroom

“…This state may occur when the individual's level of skill is matched by the level of challenge involved in doing the activity so that he/she is motivated to continue. The phenomenon of flow has been examined in different school settings, and in different ages levels, with these studies generally focusing on measuring the flow experiences of individual students, and on providing a recommendation of types of school activities that may foster the more frequent occurrence of flow (foreign language classroom (Egbert, 2003); physical education (Mandigo & Thompson, 1998); elementary school creative writing (Abbott, 2000); music education (Custodero, 2002); high school classrooms (Shernoff, Csikszentimihalyi, Schneider, & Shernoff, 2003)). …”