The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences

Abstract Flow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact flow experiences, no study learner experiences in a wide range of using experience sampling method to determine universal basic features (e.g., modality, participant structure, information distribution, targeted skills) flow. The present aims respond this gap the research. Participants were 13 teachers 327 students from 18 intact French L2 classes Canadian postsecondary school. Teachers selected implemented average six their personal repertoires at random moments throughout semester. Immediately following each task, learners anonymously completed questionnaire ( N = 1408; α 0.91), description containing 17 81). Statistical analyses show that 10 variables significantly interacted learners’ experiences. results not only validate frequently used measurement establish norms for future but also outline framework can use evaluate modify practices improve subjective classroom experience.