A study of flow theory in the foreign language classroom

By Joy Egbert. 2003

391 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0a073b2a0f2d05c3a780926367b2b8afd557e450

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. P. Macintyre
2. Jean–Marc Dewaele
3. S. Aubrey
4. L. Phung
5. Craig Lambert
6. Jim King
7. Haydab Almukhaild
8. M. Lamb

In Education

1. S. Aubrey
2. P. Macintyre
3. L. Phung
4. Jean–Marc Dewaele
5. Craig Lambert
6. Sachiko Nakamura
7. Y. Lo
8. Xuyan Qiu

Citations in the corpus

• The motivational dimension of language teaching (2017, background): “…1990) When academic tasks provide the optimal level of challenge and interest and allow a degree of learner control they can induce a sense of ‘flow’ (= enjoyment and intense engagement, often unconscious) which may over time produce enhanced motivation and performance (Egbert 2003).”
• So Far So Good: An Overview of Positive Psychology and Its Contributions to SLA (2016, background): “To take one example, Ehrenreich (2010) writes about dealing with cancer and her negative reaction to people who offered advice on the value of positive thinking.”
• L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, methodology): “This scale was adapted from Ryan (2005); it was piloted by Gálik (2006) for the Hungarian context, and was finalized by Kormos and Csizér (2008). Five items on a 5-point Likert-scale operationalized to what extent students were willing to work hard and persist to learn English (Cronbach’s alpha = .”
• Language Learner Engagement During Speaking Tasks: A Longitudinal Study (2020, background): “In her seminal study, Egbert (2003) examined the occurrence of flow in Spanish classrooms through a questionnaire, structured observations and stimulated recall interviews, and noted that learners were more engaged in tasks that supported the four dimensions of ‘flow’: (a) a perceived balance of…”
• Learner-generated content and engagement in second language task performance (2017, background): “The first was a brief background questionnaire, which focused on English language experience, and the second (adapted from Egbert, 2003) investigated learners’ subjective responses to the tasks in each condition.”
• The dynamic nature of motivation in language learning: A classroom perspective (2012, background): “Finally, it is interesting to mention the research project by Egbert (2003), who investigated the role of flow (Csikszentmihalyi, 1990) in second language learning, and managed to identify task conditions under which such a state can take place.”
• ANXIETY AND THE TRUE BEGINNER-FALSE BEGINNER DYNAMIC IN BEGINNING FRENCH AND SPANISH CLASSES (2005, background): “Research might look especially at flow theory, which suggests that learners can get “in a zone” that lessens anxiety and facilitates language learning (Egbert, 2003).”
• Inter-cultural contact and flow in a task-based Japanese EFL classroom (2017, methodology): “Egbert (2003) concludes that the highest flow levels among students occurred when students participated in a task involving computer-mediated inter-cultural contact.”
• Daily experience of serious leisure, flow and subjective well‐being of older adults (2010, background): “Researchers have demonstrated the importance of the optimal balance approach on flow experience, and Hektner and Csikszentmihalyi (1996) indicated that optimal balance is a prerequisite of maintaining the enjoyment of flow, and this optimal balance will lead to success at a given task (Egbert, 2003)”
• The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “Does low anxiety reflect confidence in one’s ability to perform well or a lack of engagement in the learning process (Csikszentmihalyi, 1990; Egbert, 2004; Tardy & Snyder, 2004)? What seems clear is that positive emotions such as “interest-enjoyment” are associated with better”