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Flow experience in foreign language writing: Its effect on students' writing process and writing performance
Ping Liu1, Yao Zhang2, Dilin Liu3,4
1School of Foreign Languages, Southeast University, Nanjing, China.
Frontiers in Psychology
|August 22, 2022
Summary
Chinese EFL students frequently experience flow during academic writing. Higher perceived writing skills, motivation, and attention control enhance flow, positively impacting writing performance and course scores.
Area of Science:
- Educational Psychology
- Second Language Acquisition
Background:
- Flow experience, a state of complete immersion in an activity, is crucial for optimal performance.
- Understanding flow in academic writing is vital for English as a Foreign Language (EFL) learners.
Purpose of the Study:
- To investigate the flow experience of Chinese EFL students in academic writing.
- To examine the factors influencing flow and its impact on writing performance.
Main Methods:
- Two studies were conducted: a preliminary survey (n=162) and a main semester-long course survey (n=216).
- Data collected through surveys and analyzed using Class Factor Analyses and regression analyses.
Main Results:
- A majority of students (76% preliminary, 66.4% main study) reported experiencing flow.
- Perceived writing skills, intrinsic motivation, and attention control significantly correlated with flow experience.
- Flow frequency positively influenced students' academic writing performance and course scores.
Conclusions:
- Flow is a common experience for Chinese EFL students in academic writing.
- Interventions aimed at enhancing writing skills, motivation, and attention control may foster greater flow.
- Promoting flow can be a valuable pedagogical strategy to improve EFL writing performance.
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