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Thoughts on Education.

Abstract The present study adopted a mixed-methods approach using a convergent parallel design to focus on the role that positive and negative emotions have in the Foreign Language (FL) classroom on the ontogenesis of positive flow. Participants were 1,044 FL learners from around the world. They provided quantitative and qualitative data on FL enjoyment (FLE), classroom anxiety (FLCA) and experience of flow via an on-line questionnaire (Dewaele, Jean-Marc & Peter D. MacIntyre. 2014. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching 4. 237–274). FLE was a significantly stronger predictor of frequency of flow experience than FLCA. Further statistical analyses revealed that flow experiences are typically self-centred, infrequent and short-lived at the start of the FL learning journey and when the perceived social standing in the group is low. They become an increasingly shared experience, more frequent, stronger and more sustained as learners reach a more advanced level in their FL. What starts as an occasional individual spark can turn into a true fire that extends to other group members. The findings are illustrated by participants’ reports on enjoyable episodes in the FL classroom in which some reported complete involvement in an individual or collective task, merging of action and awareness, joyful bonding with classmates, intense focus and joy, loss of self-consciousness, sense of time and place.

“You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms

Increasing concern regarding student disengagement and education's role in helping students to navigate the ever‐changing realities of a globalized society has focused attention on the importance of 21st century skills. This mixed‐methods study investigated whether and how intensely students experienced optimal engagement during a Spanish project that required them to conduct and reflect on a 30‐minute interview with a native speaker of Spanish. Engagement was measured through the lens of Csikszentmihalyi's (1996) flow theory. Findings revealed that authentic, real‐world tasks that require students to make use of 21st century skills and which engage learners affectively facilitate behavioral, cognitive, and emotional engagement.

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

The level of foreign language anxiety and the factors leading to the English anxiety level among English students were explored using a sequential mixed method with semi-structured interviews and survey. The interview was the main research tool to learn about students’ coping strategies in dealing with English language anxiety, while the survey was aimed to provide additional information to support the qualitative data. The questionnaire and the interview questions were adapted from Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The participants of the study (11 interviewees and 33 questionnaire respondents) were selected purposively from the “Basic English” of a private university students in Malaysia. Analysis of the findings revealed that the students’ of Basic English were “slightly anxious” because of Fear of Negative Evaluation (m=3.16), “slightly anxious” about Communication Apprehension (m=3.07), “slightly anxious” about tests (Test Anxiety, m=3.02), and “not very anxious” about being in the Basic English class (m=2.9). Therefore, overall, the students were “slightly anxious”. The most common coping strategies used by Basic English students were “enquiring friends and lecturer”, “referring to sources such as Google and dictionaries”, “self-helping”, “self-motivation”, “positive thinking”, “shifting focus”, “doing revision”, “listening and understanding”, “self-reflect”, “trying to perform”, “calming down”, “acceptance, exercise”, “taking time to think”, “entertainment”, and “land laugh back to hide embarrassment”. Language educators are advised to prioritize their students’ social and emotional needs by removing or lessening the obstacles and challenges that the students go through when learning English by creating relaxed and non-threatening setting for the teaching and learning.

http://www.scholink.org/ojs/index.php/sll/article/download/2556/2634

English Language Anxiety: A Case Study on Undergraduate ESL Students in Malaysia

Abstract Flow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal basic task features (e.g., modality, participant structure, information distribution, and targeted skills) interact with flow. The present study aims to respond to this gap in the research. Participants were 13 teachers and 327 students from 18 intact French L2 classes in a Canadian postsecondary school. Teachers selected and implemented an average of six tasks from their personal repertoires at random moments throughout the semester. Immediately following each task, learners anonymously completed a flow experience questionnaire ( N = 1408; α = 0.91), and teachers a task description questionnaire containing 17 basic task features ( N = 81). Statistical analyses show that 10 of the 17 variables significantly interacted with learners’ flow experiences. The results not only validate a frequently used flow measurement and establish norms for future research but also outline a framework language teachers can use to evaluate and modify practices to improve learners’ subjective classroom experience. 

The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences

Flow is an optimal psychological state that has been described at length by Csikszentmihalyi (1990, 1993) as a state in which people become totally immersed in an activity and enjoy it intensely. According to Csikszentmihalyi, such a peak experience can emerge in any situation in which there is an activity to do. Researchers have indeed found evidence for flow during the execution of a large number of different activities including sports, work, and playing music. However, state of flow during language learning activities has hardly been studied. The present study was designed to investigate the relationship between task-induced state of flow during vocabulary acquisition activities and the achievement in terms of short-term and long-term vocabulary acquisition. Sixty five learners at an English Language Institution took part in vocabulary acquisition tasks aimed at engaging learners cognitively and affectively in the state of flow. To measure flow state the “Flow Perceptions Questionnaire” in the Likert format (Egbert, 2003) was used. It was an instrument for gathering the data concerning students’ affective responses during task engagement. The researcher-made retention measurement was used to determine vocabulary learning efficiency. The result indicated that flow existed in the vocabulary learning classroom and that there was a significant relationship between the level of flow state and vocabulary retention both in immediate and delayed measurements. Also male and female learners of EFL were different in terms of vocabulary retention resulting from flow state.

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The Effect of Flow State on EFL Learners’ Vocabulary Learning

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The Effect of Flow State on EFL Learners’ Vocabulary Learning