Multiple Components of Flow: Influences on Learner Perception and Learning in Classroom Activity

Abstract

Consistent with the growing interest in positive psychology, positive emotions such as grit, resilience, and flow have gained attention in L2 research. Csikszentmihalyi’s (1990) flow refers to the optimal human experience in which one feels cognitively efficient and emotionally happy. Existing L2 research applied flow in L2 learning, yet due to the inconsistencies in conceptualization and methodology, there is a need to further explore the nature of flow. To address this gap, the present study investigates how flow is constituted by examining the underlying structures of diverse cognitive and emotional experiences of flow. It also explores how these experiences predict learners’ perceived success in classroom activities and in their learning outcomes. Forty-four college students participated in a classroom activity where they practiced English speech patterns. Once they completed the activity, they completed a questionnaire about their task experience that asked about seven dimensions of the flow experience. These were based on Csikszentmihalyi’s (1990) theorization of flow, including both cognitive and affective dimensions such as the merge of action and awareness, concentration, and intrinsic enjoyment. The learning outcome was measured via their score differences in the pretest and the posttest. The results showed that various dimensions of flow experience exist independently, which suggests the need to consider multiple sensations of flow in researching flow. Furthermore, regarding flow components and learning, the study found that only intrinsic enjoyment significantly predicted learners’ perception of their success in the activity. However, the study failed to find any components of flow that predicted learning outcomes.