Abstract
The merits of the application of flow theory in foreign language teaching have been demonstrated in recent research. This experimental study was aimed at investigating the role of task type and modality in the perception of flow experience by learners as they are engaged in communication tasks. The participants were 78 non-English major university students at an intermediate level of proficiency based on the result of the Oxford quick proficiency test. To do so, the flow experience perceived by 39 dyads while performing information-gap and jigsaw tasks through three modes of communication, i.e. audio-synchronous computer-mediated communication, text-based synchronous computer-mediated communication, and face-to-face communication, was assessed using the short flow scale questionnaire (Martin and Jackson in Motiv Emot, 32(3):141–157, 2008) and task specific flow scale questionnaire (Czimmermann and Piniel in Positive psychology in SLA, 193–214, 2016. https://doi.org/10.21832/9781783095360-009). To examine the role of task type and modality in flow experience perceived by the participants, the mixed between-within subject’s ANOVA test was run for each task in different pair categories. The results indicated that in all three modalities, the jigsaw task induced more flow than the information gap task did. Moreover, in both tasks, Text-SCMC modality aroused less flow than that in either of F2F and Audio-SCMC modalities as perceived by the interlocutors. Hence, no interaction between task type and modality was observed regarding their impact on the perception of flow experience. The findings of the study could provide implications for second language acquisition and instruction.
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Appendices
Appendix A: Persian Format of Short Flow Scale (Martin and Jackson, 2008)
کاملا مخالفم | ممخالفم | ممتنع | موافقم | کاملا موافقم | لطفاً ميزان موافقت يا مخالفت خود را با هر کدام از موارد زير با علامت ضربدر مشخص کنيد زمانی که من در فعالیت تحصیلی شرکت میکنم … | رديف |
|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | احساس میکنم از کفایت لازم برای انجام فعالیتهایی که نیازمند توانایی بالاست، برخوردارم | 1 |
1 | 2 | 3 | 4 | 5 | به طور خودبه خودی، خودکار و سریع کارها را انجام میدهم | 2 |
1 | 2 | 3 | 4 | 5 | ازآنچه میخواهم انجام بدهم، درک قوی دارم | 3 |
1 | 2 | 3 | 4 | 5 | در حین انجام کار، ایده های خوبی درباره چگونگی انجام عالی کاردارم | 4 |
1 | 2 | 3 | 4 | 5 | روی کاری که در دست دارم، کاملاً متمرکز میشوم | 5 |
1 | 2 | 3 | 4 | 5 | حس میکنم بر فعالیتم کنترل کامل دارم | 6 |
1 | 2 | 3 | 4 | 5 | در مورد اینکه دیگران ممکن است در مورد من چه فکر کنند، نگران نیستم | 7 |
1 | 2 | 3 | 4 | 5 | گذشت زمان متفاوت از حالت عادی به نظر میرسد | 8 |
1 | 2 | 3 | 4 | 5 | این تجربه برایم بسیار ارزشمند و لذتبخش است | 9 |
Appendix B: English Format of Short Flow Scale (Martin and Jackson, 2008)
Row | When I participate in this activity …… | |||||
|---|---|---|---|---|---|---|
1 | I feel I am competent enough to meet the high demands of the situation | 5 | 4 | 3 | 2 | 1 |
2 | I do things spontaneously and automatically without having to think | 5 | 4 | 3 | 2 | 1 |
3 | I have a strong sense of what I want to do | 5 | 4 | 3 | 2 | 1 |
4 | I have a good idea while I am performing about how well I am doing | 5 | 4 | 3 | 2 | 1 |
5 | I am completely focused on the task at hand | 5 | 4 | 3 | 2 | 1 |
6 | I have a feeling of total control | 5 | 4 | 3 | 2 | 1 |
7 | I am not worried about what others may be thinking of me | 5 | 4 | 3 | 2 | 1 |
8 | The way time passes seems to be different from normal | 5 | 4 | 3 | 2 | 1 |
9 | The experience is extremely rewarding | 5 | 4 | 3 | 2 | 1 |
Appendix C: Task Specific Flow Scale (Czimmermann & Piniel, 2016)
Please think about the task you have just done. How did you feel during the task? Please put a cross (X) in the box to indicate how much the statement is true in your case. There are no right or wrong answers; we are interested in your experiences.
Strongly disagree (1); Disagree (2); Neither agree or disagree (3); Agree (4); Strongly agree(5)
Row | Please think about the task you have just done. How did you feel during the task? | 5 | 4 | 3 | 2 | 1 |
|---|---|---|---|---|---|---|
1 | This task made me curious | |||||
2 | During this task I could make my own decisions about how to proceed | |||||
3 | This task was too easy | |||||
4 | When doing this task, I was completely absorbed in what I was doing | |||||
5 | This task was uninteresting for me | |||||
6 | I knew exactly what I had to do | |||||
7 | This task was fun | |||||
8 | During this task I was in control of what I was doing | |||||
9 | I got bored during the task | |||||
10 | While doing this task, I was thinking about other things | |||||
11 | What I had to do was beyond me | |||||
12 | I continuously felt that things were going smoothly | |||||
13 | I would do this task even if it were not required | |||||
14 | I felt that I had no control over what was happening during the task | |||||
15 | The task could not engage me | |||||
16 | When doing this task, I noticed that I was distracted | |||||
17 | This task was tiring | |||||
18 | This task was an exciting challenge for me, and I enjoyed that I could do what I had to do | |||||
19 | This task was interesting in itself | |||||
20 | During the task I could make decisions about how to proceed | |||||
21 | My attention wandered | |||||
22 | While doing the task, I was concentrating on what was going on at the given moment | |||||
23 | I did not have anything to do during the task | |||||
24 | I felt that I could meet the requirements |
Appendix D: The Results of Exploratory Factor Analysis for the Persian Post-Task Flow Questionnaires
Exploratory factor analysis was conducted through principal component analysis and Varimax rotations using twenty components of the flow questionnaire (the original questionnaire has 24 questions, however; four questions are repeated to check concentration of the participants). The results of the Kaiser–Meyer–Olkin (KMO) test proved sufficiency of the sample size. Moreover, the results of Bartlett's test were found meaningful (p > 0.001) showing that the correlation between the variables was sufficient to conduct the analysis.
Having extracted the components, the researcher came up with four special values higher than 1 covering 70.166% of the total variance. To extract the components, principal component analysis was employed. Table
11 reveals that the percentage of the component variance under analysis are expressible. Each component has a special value, and 70.166% of the variance expressible through the questionnaire can be measured by the first four components.
Table
12 depicts the rotated component matrix. Based on the obtained results, the factor loading of all the items was higher than 0.4. This matrix shows each item is located under which component (Table
13).
Following the execution of factor analysis and finding the components, Cronbach's Alpha was measured the results of which are displayed in Table 14. Based on the table, the highest reliability is in the first component, and the reliability index of the whole questionnaire is 0.824.
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Ghanbaran, S., Ketabi, S. & Shahnazari, M. Investigating the Effect of Task Type and Modality on Flow Experience Among Intermediate Persian EFL Learners. J Psycholinguist Res 52, 2835–2862 (2023). https://doi.org/10.1007/s10936-023-10021-0
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DOI: https://doi.org/10.1007/s10936-023-10021-0