Exploring English as a Foreign Language (EFL) Teachers’ Experience of Flow During Online Classes
By: Yaser Khajavi and Parisa Abdolrezapour
References
- Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments. DOI: 10.1080/10494820.2020.1813180
- Aguilera-Hermida, A.
P. (2020).
College students’ use and acceptance of emergency
online learning due to COVID-19. International
Journal of Educational Research Open, 1,
100011 . DOI: 10.1016/j.ijedro.2020.100011 - Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25, 55261–5280. DOI: 10.1007/s10639-020-10219-y
- Aubrey, S. (2017). Inter-cultural contact and flow in a task-based Japanese EFL classroom. Language Teaching Research, 21(6), 717–734. DOI: 10.1177/1362168816683563
- Aydin Kucuk, B. (2020). Work Flow Experience in the Light of Leader-Member Exchange and Person-Job Fit Theories. Psychological Reports, 125(1), 464–497. DOI: 10.1177/0033294120981927
- Badrkhani, P. (2021). How a catastrophic situation turns into an exceptional opportunity: Covid-19 pandemic in Iran and challenges of online education for new English language educators. Interactive Learning Environments. DOI: 10.1080/10494820.2021.1956545
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. DOI: 10.1191/1478088706qp063oa
- Carter, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 121, 5/6, 321–329. DOI: 10.1108/ILS-04-2020-0114
- Cho, M. (2018). Task complexity and modality: Exploring learners’ experience from the perspective of flow. The Modern Language Journal, 102(1), 162–180. DOI: 10.1111/modl.12460
- Cowie, N. (2011). Emotions That Experienced English as a Foreign Language (EFL) Teachers Feel about Their Students, Their Colleagues and Their Work. Teaching and Teacher Education, 27(1), 235–242. DOI: 10.1016/j.tate.2010.08.006
- Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety. Jossey-Bass Publishers.
- Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Journal of Leisure Research, 24(1), 93–94. DOI: 10.1080/00222216.1992.11969876
- Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience (1st ed.), HarperCollins.
- Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology, 56(5), 815–822. DOI: 10.1037//0022-3514.56.5.815
- Czimmermann,
E., &
Piniel,
K. (2016).
Advanced classroom in the Hungarian EFL classroom . In T. Gregersen, S. Mercer, & P. MacIntyre (Eds.), Positive psychology in SLA (pp. 193–214). Multilingual Matters. - Dashtestani, S., & Karami, H. (2020). An analysis of Iranian online EFL teachers’ technological, pedagogical, and evaluation skills. Foreign Language Research Journal, 9(3), 815–830. DOI: 10.22059/jflr.2019.261193.528
- Dewaele,
J. M., &
MacIntyre, P.
D. (2019).
Flow in the Spanish foreign language classroom . In M. del Carmen Méndez, & J. Andoni Duñabeitia (Eds.), Factores cognitivos y afectivos en la enseñanza de español como lengua extranjera. Routledge (Advances in Spanish Language Teaching). - Egbert, J. (2004). A study of flow theory in the foreign language classroom. Canadian Modern Language Review, 60(5), 549–586. DOI: 10.3138/cmlr.60.5.549
- Esteban-Millat, I., Martínez-López, F. J., Huertas-García, R., Meseguer, A., & Rodríguez-Ardura, I. (2014). Modelling students’ flow experiences in an online learning environment. Computers & Education, 71(1), 111–123. DOI: 10.1016/j.compedu.2013.09.012
- Ettis, S. A. (2017). Examining the relationships between online store atmospheric color, flow experience and consumer behavior. Journal of retailing and consumer services, 37, 43–55. DOI: 10.1016/j.jretconser.2017.03.007
- Fan, H. L., Hou, S. T., & Lin, Y. H. (2019). Flow as a mediator between psychological ownership and employees’ subjective happiness. Journal of Managerial Psychology, 34(7), 445–458. DOI: 10.1108/JMP-11-2017-0405
- Frenzel,
A. C. (2014).
Teacher emotions . In Linnenbrink-Garcia, L., & Pekrun, R. (Eds.), Handbook of emotions in education (pp. 494–519). Routledge. - Giannopouloua,
I.,
Efstathioub,
V.,
Triantafylloua,
G.,
Korkoliakoua,
P., &
Douzenis,
A. (2021).
Adding stress to the stressed: Senior high school
students’ mental health amidst the COVID-19 nationwide lockdown in
Greece. Psychiatry Research,
295,
113560 . DOI: 10.1016/j.psychres.2020.113560 - Hyland, P., Shevlin, M., McBride, O., Murphy, J., Karatzias, T., Bentall, R. P., Martinez, A., & Valli_eres, F. (2020). Anxiety and depression in the Republic of Ireland during the COVID-19 pandemic. Acta Psychiatrica Scandinavica, 142(3), 249–256. DOI: 10.1111/acps.13219
- Ibrahim, Z., & Al-Hoorie, A. (2018). Shared, sustained flow: Triggering motivation with collaborative projects. ELT Journal, 73(1), 1–10. DOI: 10.1093/elt/ccy025
- Kaden, U. (2020). COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher. Education Sciences, 10(165), 1–13. DOI: 10.3390/educsci10060165
- Keller, M. M., Chang, M. L., Becker, E. S., Goetz, T., & Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in Psychology, 5, Article 1442. DOI: 10.3389/fpsyg.2014.01442
- Lapada, A. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. DOI: 10.26803/ijlter.19.6.8
- Liu,
H., &
Song,
X. (2021).
Exploring “Flow” in Young Chinese EFL
Learners’ Online Activities. System,
96,
102425 . DOI: 10.1016/j.system.2020.102425 - Makhwathana, R. M., Mudzielwana, N. P., Mulovhedzi, S. A., & Mudau, T. J. (2017). Effects of Teachers’ Emotions in Teaching and Learning in the Foundation Phase. Journal of psychology, 8(1), 28–35. DOI: 10.1080/09764224.2017.1335677
- Moskowitz, S., & Dewaele, J. M. (2021). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in language teaching and learning, 15(2), 117–130. DOI: 10.1080/17501229.2019.1707205
- Patsali,
M. E.,
Mousaa, D.
P.,
Papadopouloua, E. V.
K.,
Papadopouloua, K. K.
K.,
Kaparounakia, C.
K.,
Diakogiannisb,
I., &
Fountoulakis, K.
N. (2020).
University students’ changes in mental health status
and determinants of behavior during the COVID-19 lockdown in
Greece. Psychiatry Research,
292,
113298 . DOI: 10.1016/j.psychres.2020.113298 - Pearce, J. M. (2005). Engaging the learner: How can the flow experience support e-learning? Paper Presented at the E-Learn 2005 Conference. Vancouver, BC, Canada.
- Pearce, J. M., Ainley, M., & Howard, S. (2005). The ebb and flow of online learning. Computers in Human Behavior, 21(5), 745–771. DOI: 10.1016/j.chb.2004.02.019
- Rankin, K., Walsh, L. C., & Sweeny, K. (2019). A better distraction: Exploring the benefits of flow during uncertain waiting periods. Emotion, 19(5), 818–828. DOI: 10.1037/emo0000479
- Restubog,
S.,
Ocampo,
A., &
Wang,
L. (2020).
Taking control amidst the chaos: Emotion regulation during
the COVID-19 pandemic. Journal of vocational
behavior, 119,
103440 . DOI: 10.1016/j.jvb.2020.103440 - Ribeiro,
R. (2020,
April
14). How university faculty embraced the remote
learning shift. EdTech Magazine.
https://edtechmagazine.com/higher/article/2020/04/how-university-faculty-embraced-remote-learning-shift - Rodríguez-Ardura, I., & Meseguer-Artola, A. (2017). ‘Flow in e-learning: What drives it and why it matters’. British Journal of Educational Technology, 48(4), 899–915. DOI: 10.1111/bjet.12480
- Saha,
K.,
Torous,
J.,
Caine, E.
D., & De
Choudhury, M.
(2020). Psychosocial Effects of the COVID-19
Pandemic: Large-scale Quasi-Experimental Study on Social
Media. Journal of Medical Internet
Research, 22(11),
e22600 . DOI: 10.2196/22600 - Savara, V., & Parahoo, S. (2018). Unraveling determinants of quality in blended learning: are there gender-based differences? International Journal of Quality & Reliability Management, 35(9), 2035–2051. DOI: 10.1108/IJQRM-11-2017-0233
- Savitsky,
B.,
Findling,
Y.,
Ereli,
A., &
Hendel,
T. (2020).
Anxiety and coping strategies among nursing students during
the covid-19 pandemic. Nurse Education in
Practice, 46,
102809 . DOI: 10.1016/j.nepr.2020.102809 - Shigemura, J., Ursano, R. J., Morganstein, J. C., Kurosawa, M., & Benedek, D. M. (2020). Public responses to the novel 2019 coronavirus (2019-nCoV) in Japan: Mental health consequences and target populations. Psychiatry & Clinical Neurosciences, 74(4), 281–282. DOI: 10.1111/pcn.12988
- Shin, N. (2006). Online learner’s flow experience: An empirical study. British Journal of Educational Technology, 37(5), 705–720. DOI: 10.1111/j.1467-8535.2006.00641.x
- Smagorinsky, P. (2008). The method section as conceptual epicenter in constructing social science research reports. Written Communication, 25(3), 389–411. DOI: 10.1177/0741088308317815
- Swann, C., Crust, L., Keegan, R., Piggott, D., & Hemmings, B. (2015). An inductive exploration into the experience of flow in European Tour golfers. Qualitative Research in Sport, Exercise and Health, 7(2), 210–234. DOI: 10.1080/2159676X.2014.926969
- Talbot, K., & Mercer, S. (2018). Exploring University ESL/EFL Teachers’ Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics, 41(4), 410–432. DOI: 10.1515/cjal-2018-0031
- Tardy, C. M., & Snyder, B. (2004). ‘That’s Why I do it’: flow and EFL teachers’ practices. ELT journal, 58(2), 118–128. DOI: 10.1093/elt/58.2.118
- Taxer, J. L., & Frenzel, A. C. (2015). Facets of teachers’ emotional lives: A quantitative investigation of teachers’ genuine, faked, and hidden emotions. Teaching and Teacher Education, 49, 78–88. DOI: 10.1016/j.tate.2015.03.003
- Toraby, E., & Modarresi, G. (2018). EFL Teachers’ Emotions and Learners’ Views of Teachers’ Pedagogical Success. International Journal of Instruction, 11(2), 513–526. DOI: 10.12973/iji.2018.11235a
- Unger, S., & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science (IJTES), 4(4), 256–266. DOI: 10.46328/ijtes.v4i4.107
- Viner, R, M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C, et al. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child and Adolescent Health, 4(5), 397–404. DOI: 10.1016/S2352-4642(20)30095-X
- Wu, S. Y. (2021). How Teachers Conduct Online Teaching During the COVID-19 Pandemic: A Case Study of Taiwan. Frontiers in Education, 6. DOI: 10.3389/feduc.2021.675434
- Zhao,
H., &
Khan,
A. (2022).
The Students’ Flow Experience With the Continuous
Intention of Using Online English Platforms.
Frontiers in Psychology, 12,
807084 . DOI: 10.3389/fpsyg.2021.807084
DOI: https://doi.org/10.55982/openpraxis.14.3.495 | Journal eISSN: 2304-070X
Language: English
Page range: 202 - 213
Submitted on: May 4, 2022
Accepted on: Sep 6, 2022
Published on: Sep 30, 2022
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
© 2022 Yaser Khajavi, Parisa Abdolrezapour, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.