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Measuring Flow in the EFL Classroom

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

 Aubrey, Scott.
 Pages 661–692. English
CulturalResearchAffectCultural communication
Tác giả CN Aubrey, Scott.
Nhan đề Measuring Flow in the EFL Classroom : Learners’ Perceptions of Inter- and Intra-Cultural Task-Based Interactions /Scott Aubrey.
Mô tả vật lý Pages 661–692.
Tóm tắt 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.
Thuật ngữ chủ đề Cultural-Cultural communication-Research-Affect.
Từ khóa tự do Research
Từ khóa tự do Affect
Từ khóa tự do Cultural communication
Từ khóa tự do Cultural
Nguồn trích TESOL Quarterly- 2017, Volume 51, Issue 3
MARC
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520[ ] |a 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.
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