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Cited by 308

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A Study of Flow Theory in the Foreign Language Classroom

Egbert, Joy·2003·The Modern Language Journal
DOI 10.1111/1540-4781.00204
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Abstract

This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.

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Metadata

Authors
Egbert, J.
Venue
The Modern Language Journal
Publisher
Wiley
Published
2003-10-24
Volume
87
Issue
4
Pages
499-518
ISSN
  • 0026-7902 (ISSN-L)
  • 1540-4781
DOI
10.1111/1540-4781.00204
OpenAlex
W2150483465
Cited by
308
References
2
FWCI
6.07
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)

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Egbert, J. (2003). A Study of Flow Theory in the Foreign Language Classroom. The Modern Language Journal. https://doi.org/10.1111/1540-4781.00204

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