Understanding flow experiences in online EFL learning: Perspectives from Vietnamese undergraduates

The study investigates Vietnamese EFL undergraduates' Flow experiences within the online learning context. The research aims to identify the extent to which Vietnamese undergraduates experienced Flow in online EFL contexts through the lens of the eight specific Flow dimensions, highlight the key dimensions with the highest and lowest levels, and explore how students describe their Flow experiences. A mixed-methods design was employed, including a survey conducted with 239 EFL university students and semi-structured interviews with 12 interviewees; all data from the qualitative phase were analyzed using narrative-integrated thematic analysis. Results showed that students' overall level of Flow experience was high (M = 3.77), with Immediate Feedback, Balance between Challenges and Skills, and Loss of Self-consciousness being the three most prominent dimensions, while Highly Focused Concentration/Attention was the lowest reported dimension. However, barriers to achieving Flow include internal struggles, such as difficulty in maintaining focus, obstacles arising from self-directed learning expectations and culturally shaped norms, as well as external challenges related to technology infrastructure. Teacher support and interactive learning activities, clear goals, a constructive learning environment, and positive social interactions were described as important conditions in maintaining Flow. The study highlights the role of Flow in potentially facilitating deep learning in online EFL learning and offers practical implications for educators to design online lessons that set clear goals, provide immediate and constructive feedback, modify task difficulty, minimize distractions to promote immersion, and consider contextual and culturally sensitive factors to maximize Flow among Vietnamese EFL learners.