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A Study of Flow Theory in the Foreign Language Classroom
Author(s) -
Egbert Joy
Publication year - 2003
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/1540-4781.00204
Subject(s) - flow (mathematics) , foreign language , psychology , foundation (evidence) , language acquisition , mathematics education , task (project management) , linguistics , mathematics , philosophy , geometry , archaeology , management , economics , history
This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.