Tracking the development of task-specific flow in TSLT: A longitudinal mixed-methods study

Area of Science:

• Second Language Acquisition Research
• Educational Psychology
• Complex Dynamic Systems Theory

Background:

• Flow, an optimal learning state, is understudied in real classroom settings.
• Longitudinal development of flow in foreign language learning needs further exploration.

Purpose of the Study:

• To investigate the developmental trajectory of task-specific flow in Chinese EFL learners.
• To identify factors influencing individual differences in flow development within task-supported language teaching (TSLT) classrooms.

Main Methods:

• Latent Growth Curve Modelling (LGCM) of questionnaire data from 512 learners.
• Thematic analysis of semi-structured interviews with 10 students.
• Longitudinal study design over one semester in authentic TSLT classrooms.

Main Results:

• Overall increase in task-specific flow observed across the cohort.
• Significant inter-individual variability in initial flow levels and growth rates.
• Motivation, competence, interest, feedback, teacher support, peer interaction, academic pressure, and self-regulation emerged as key influencing factors.

Conclusions:

• Task-specific flow is a dynamic, context-dependent experience in language learning.
• Instructional strategies promoting sustained challenge, feedback, and interaction are crucial for fostering flow.
• Understanding individual differences is key to optimizing flow development in EFL classrooms.