The Correlates of Flow in the L2 Classroom: Linking Basic L2 Task Features to Learner Flow Experiences

Autor/in	Zuniga, Michael
Titel	The Correlates of Flow in the L2 Classroom: Linking Basic L2 Task Features to Learner Flow Experiences
Quelle	In: Modern Language Journal, 107 (2023) 3, S.650-668 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zuniga, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12865
Schlagwörter	Correlation; Second Language Learning; Second Language Instruction; Learning Motivation; Task Analysis; Language Skills; French; Postsecondary Education; Teaching Methods; Learning Processes; Measurement Techniques; Foreign Countries; Learning Experience; Canada + Suchen Sie Ihr Suchwort? Korrelation; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Aufgabenanalyse; Language skill; Sprachkompetenz; Französisch; Post-secondary education; Tertiäre Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Messtechnik; Ausland; Lernerfahrung; Kanada
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; [alpha] = 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01