Conceptualization and Measurement of Flow in a Chinese Blended English as a Foreign Language Learning Context.

Xin Wang,Chenguang Huang

doi:10.3389/fpsyg.2022.839267

Abstract

This study takes a holistic view of flow and anti-flow experiences as interactive subsystems in blended English as a foreign language (EFL) learning and examines the dynamic complex construct in the field of instructed second language acquisition (ISLA). We first rephrased the 22-item Classroom Flow Questionnaire (CFQ) to better reflect the context of blended EFL learning. The modified CFQ was then administered to 661 first language Chinese EFL learners. A final 14-item Foreign Language Flow Scale (FLFS) was developed based on results from a series of reliability (e.g., item analysis, internal consistency, and test-retest reliability) and validity (e.g., construct validity, convergent validity, discriminant validity, and criterion validity) tests. Both exploratory and confirmatory factor analysis results have demonstrated that foreign language learning flow is a three-dimensional construct involving Enjoyment, Boredom, and Anxiety, thus conceptualizing and validating flow as a continuum with both positive and negative ends. Moreover, participants reported that they experienced the lowest degree of enjoyment, while with respect to the negative flow, they almost experienced similar degree of boredom and anxiety. The present study contributes to the development of the conceptual framework for flow in ISLA as well as constructive pedagogical implications for L2 researchers and educators. Suggestions for future research are also provided.

Highlights

Based on the theoretical foundations of Flow Theory and Positive Psychology (PosPsy) in the field of instructed second language acquisition (ISLA), the interaction of flow and anti-flow as multifaceted subsystems in FL learning has attracted scholarly attention in the traditional setting of English as a foreign language (EFL; Linely et al, 2006; Schüler, 2012; Czimmermann and Piniel, 2016; MacIntyre et al, 2016; Dewaele and MacIntyre, 2019; Dewaele and MacIntyre, 2020)
Our validation and reliability tests were conducted on a sample of Chinese EFL learners in a blended environment to confirm and refine the scale
A series of validity and reliability test results confirm that the current 14-item Foreign Language Flow Scale (FLFS) adapted from the 22-item Classroom Flow Questionnaire (CFQ) has desirable psychometric properties and could be applied in future research examining EFL learning in a blended environment

Summary

Introduction

Based on the theoretical foundations of Flow Theory and Positive Psychology (PosPsy) in the field of instructed second language acquisition (ISLA), the interaction of flow and anti-flow as multifaceted subsystems in FL learning has attracted scholarly attention in the traditional setting of English as a foreign language (EFL; Linely et al, 2006; Schüler, 2012; Czimmermann and Piniel, 2016; MacIntyre et al, 2016; Dewaele and MacIntyre, 2019; Dewaele and MacIntyre, 2020) It has been noted, that the issue facing blended learning environments is relatively unexplored in the literature. It is essential to assess EFL students’ flow characteristics within a blended learning setting to help SLA researchers identify learners’ levels of flow and develop a holistic view of learners’ emotions in EFL classrooms

Methods

Results

Conclusion