Digital Flow: Insights from English Teacher Educators
Since Csikszentmihalyi's seminal work in 1975, the concept of flow has been extensively explored within the field of psychology. However, its application within foreign language teaching, particularly in the realm of digital language instruction, remains relatively under-researched. To addr...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-04-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3523_d1ee24119c3163c87dd74c8f39baad0f.pdf |
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| Summary: | Since Csikszentmihalyi's seminal work in 1975, the concept of flow has
been extensively explored within the field of psychology. However, its
application within foreign language teaching, particularly in the realm of
digital language instruction, remains relatively under-researched. To
address this gap, this study examined the flow experience of 58 teacher
educators tasked with teaching English reading skills in a virtual
environment (Learning Management System - LMS) during the Covid19 pandemic. This study employed a comprehensive flow model
encompassing antecedents, experience, and consequences to: 1) examine
the relationships between flow antecedents, flow experience, and flow
consequences; and 2) investigate potential differences among teacher
educators based on gender, academic degree, and teaching experience.
Quantitative data analysis including correlation, One-way ANOVA,
Independent-samples t-test, complemented by face-to-face interviews,
uncovered noteworthy insights: Firstly, moderate to low correlations
were found between the three stages of flow experienced by teacher
educators in the computer-mediated environment. Secondly, male teacher
educators displayed a moderately higher level of flow antecedents and
flow experience compared to their female counterparts within the virtual
setting. Nevertheless, the educators' academic degree and teaching
experience exhibited a significant impact on the consequences of flow.
These findings highlight the importance of improving teacher educators'
technological proficiency within training programs by incorporating
specific flow stimuli, such as clear tasks, appropriate task difficulty,
relevant content, and the development of technology skills. |
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| ISSN: | 2676-5357 |