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Understanding flow experiences in online EFL learning: Perspectives from Vietnamese undergraduates
Kien Trung Nguyen1, Ngan Thi Kim Le1, Quynh Thi Nguyen1
1FPT University, Viet Nam.
Acta Psychologica
|March 7, 2026
Summary
Vietnamese EFL undergraduates reported high Flow experiences in online learning, particularly in immediate feedback and skill-challenge balance. Barriers included focus difficulties and technology issues, but teacher support and interactive activities fostered immersion.
Area of Science:
- Educational Psychology
- Second Language Acquisition
- Online Learning Environments
Background:
- Understanding student engagement is crucial for effective online education.
- Flow theory offers a framework for analyzing optimal learning experiences.
- Vietnamese English as a Foreign Language (EFL) undergraduates face unique online learning challenges.
Purpose of the Study:
- To investigate Flow experiences among Vietnamese EFL undergraduates in online settings.
- To identify the most and least prominent Flow dimensions.
- To explore student perceptions and facilitators/barriers of Flow.
Main Methods:
- A mixed-methods approach combining surveys (n=239) and semi-structured interviews (n=12).
- Quantitative data analyzed for overall Flow levels and dimension prominence.
- Qualitative data analyzed using narrative-integrated thematic analysis.
Main Results:
- Overall Flow experience was high (M=3.77).
- Immediate Feedback, Balance between Challenges and Skills, and Loss of Self-consciousness were key dimensions.
- Highly Focused Concentration/Attention was the least prominent dimension; barriers included focus issues, self-direction challenges, and tech infrastructure.
Conclusions:
- Flow significantly contributes to deep learning in online EFL contexts.
- Teacher support, interactive activities, clear goals, and positive social interactions are vital for maintaining Flow.
- Implications for designing culturally sensitive, engaging online EFL lessons are discussed.
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