İngilizce konuşma derslerinde kullanılan aktiviteler üzerindeki flow etkisi

Recently, there has been a growing interest in the study of flow experience in the language classroom. However, the existence of the flow experience while performing different tasks in speaking lessons remains unknown. Flow theory is described as an experiential state characterized by intense focus and involvement that leads to improved performance on a task (Csikszentmihalyi, 1988, 1990). This study was designed to investigate teachers and students perceptions about the existence of flow experience in speaking courses. The qualitative and quantitative analyses indicated that flow exists in speaking classes; however, there is a significant difference among each task in terms of the perception of flow. Results also showed that there is a significant relationship between the type of the activity and affective engagement in terms of students perception of task control, task appeal, focused attention and challenge. The findings also revealed that teachers could facilitate the flow experience for students by developing tasks that might lead to flow.

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