Measuring Flow in the EFL Classroom: Learners’ Perceptions of Inter‐ and Intra‐Cultural Task‐Based Interactions

Abstract

This article reports on a study that investigates the effects of inter-cultural contact on flow experiences during the performance of five oral tasks in an English as a foreign language (EFL) classroom. Using a quasi-experimental design, Japanese EFL learners in the inter-cultural group (n = 21) and the intra-cultural group (n = 21) reported on their perceptions of task experiences for each performance. Under the intra-cultural condition, learners performed tasks with Japanese peers, whereas under the inter-cultural condition learners were paired with non-Japanese international students. The dimensions of flow, as they emerged in the data, were identified via a content analysis of 208 diary entries. The findings revealed that inter-cultural task interaction generated significantly more flow-enhancing experiences and fewer flow-inhibiting experiences than intra-cultural task interaction. An examination of the relative strength of each dimension revealed that learners experiencing inter-cultural task-based interaction benefited from a sense of accomplishment, which increased in strength as learners progressed through the tasks. Results provide insights into how components of flow are interrelated and change over time during inter-cultural interactions, and suggest a model for how tasks can be implemented in the classroom to promote certain aspects of flow.

Task Complexity and Modality: Exploring Learners’ Experience From the Perspective of Flow

“…Findings showed that the balance was a significant predictor of flow, rendering support for Csikszentmihalyi's (, ) claim that flow is conditioned by perceived task challenge and perceived skill. The importance of task difficulty–skill balance in flow experience in L2 learning has been found in previous studies (Aubrey, ; Egbert, ; Schmidt & Savage, ). Flow represents a total involvement in an activity with a high degree of concentration so that the activity becomes almost automatic.…”

“…More recently, Aubrey () found that intercultural contact had a positive influence on flow and task engagement, and learner engagement in L2 interactional tasks is related to their flow experience. Another study by Aubrey () identified flow‐enhancing and flow‐inhibiting characteristics of performance variables, demonstrating that among skills/balance, control, interest, enjoyment, and sense of accomplishment, a skills–difficulty balance, and the feeling of accomplishment were particularly important elements for L2 flow experience.…”

Study Abroad Self-Selection Amongst First-Year Japanese University Students

“…With studies correlating exposure to authentic input and development of target language skills (Ahmed, 2017), an L2 instructor can integrate material that will develop skills necessary for success in English proficiency tests. Second, instructors can create opportunities in the L2 classroom for authentic cross-cultural interactions by inviting foreign exchange students or guest speakers to the class (Aubrey, 2017;Wang and Nowlan, 2011), thus satisfying the quality of strong intent students as having more international experience, even if it occurs within Japan. These cross-cultural encounters are ideal for challenging students' biases and pre-conceived notions about otherness, and the instructor can provide follow-up opportunities to reframe perceptions through self-reflection.…”

A study of 21st century skills and engagement in a university Spanish foreign language classroom

“…Interestingly, she noted that tasks that appear to have similar goals may not induce flow to the same extent due to underlying differences in the tasks, as well as learner variables such as prior knowledge and task familiarity. Other activities that contribute prominently to flow experiences in language classrooms include contact with native speakers (Aubrey, 2017;Egbert, 2003;Grant, 2017), reading high-interest texts for pleasure or to obtain personally relevant information (McQuillan & Conde, 1996), multimodal composing (Ringel, 2014), high-interest topics and tasks (Azizi & Ghonsooly, 2015;McQuillan & Conde, 1996), and the use of studentselected texts (Hamedi, Hamedi, Hamedi, & Hamedi, 2017;McQuillan & Conde, 1996). A number of other studies have used flow theory to explore engagement and motivation in other aspects of language learning.…”

“…A number of other studies have used flow theory to explore engagement and motivation in other aspects of language learning. These aspects include digital games (Chen & Johnson, 2004;Zhang et al, 2011); intercultural contact (Aubrey, 2017); meaning-focused, communicative, or computer-based language learning tasks (Egbert, 2003;Franciosi, 2011); listening activities (Kimura, 2008); reading argumentative, descriptive, expository, or narrative texts (Azizi & Ghonsooly, 2015;Hamedi et al, 2017;McQuillan & Conde, 1996); translation (Guan, 2013;Mirlohi, Egbert, & Ghonsooly, 2011); and vocabulary learning (Amini & Amini, 2017;Amini, Ayari, & Amini, 2016). These studies have confirmed that learners can experience flow in language classrooms, and that when they do so, it contributes to their learning (Egbert, 2003;Kirchhoff, 2013;Mirlohi et al, 2011).…”