Abstract
The present study aims at exploring the extent to which Critical Discourse Analysis (CDA) familiarity may have an impact on flow experience. In so doing, the community sample of 60 students comprising 16 males and 44 females participated in the study. Initially, the pretest was conducted to ensure the homogeneity of their proficiency level. Besides, the participants were asked to reflect on their flow experience while reading three distinct genres of journalistic texts prior to the application of the treatment. During the treatment phase, they were instructed how to critically examine other journalistic texts relying on Fairclough’s (1989) three dimensional model along with Van Dijk’s (1995) theoretical framework of CDA over 10 successive sessions. Finally, utilizing paired- samples t-tests, the results of the posttests on the very three texts which were conducted at the pretest stage, indicated that the application of CDA has a significant influence on the students’ optimal experience while reading descriptive, expository, and narrative genres of journalistic texts.
Highlights
The present study aims at exploring the extent to which Critical Discourse Analysis (CDA) familiarity may have an impact on flow experience
The following research questions guided the present investigation: 1. Can reading journalistic texts be flow inducing for English as a Foreign Language (EFL) learners? 2
To investigate whether reading journalistic texts might be flow inducing for EFL learners or not, the means and standard deviations (Table 1) were examined on the perceptions scale right after reading three texts, each on the separate session, once prior to the instruction and once after it on the same texts
Summary
The present study aims at exploring the extent to which Critical Discourse Analysis (CDA) familiarity may have an impact on flow experience. N umerous psychologists have been focused on positive aspects of human existence, such as hope, wisdom, creativity, future mindedness, courage, responsibility, spirituality, and perseverance (Seligman & Csikeszentmihalyi, 2000) Relavent to such fields of interest is the concept of optimal experience or flow which has developed new lines of inquiry in the field of positive psychology (Asakawa, 2004). Experiencing optimal learning is bound to the skills-challenge balance along with the person’s enjoyment, control, and intense attention (Csikeszentmihalyi, 1975)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International and Multidisciplinary Journal of Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
