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Tracking the Longitudinal Change of Flow Experience in an EFL Conversation Course

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Title: Tracking the Longitudinal Change of Flow Experience in an EFL Conversation Course
Language: English
Authors: Yuya Arai (ORCID 0000-0001-7922-6616), Ryuki Matsuura (ORCID 0000-0002-9429-6257), Masaki Eguchi (ORCID 0000-0002-0791-4935), Shungo Suzuki (ORCID 0000-0002-6327-3298)
Source: Journal for the Psychology of Language Learning. 2025 7(2):40-57.
Availability: International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Conversational Language Courses, College Students, Student Experience, Language Proficiency, Foreign Countries, Change, Second Language Learning
Geographic Terms: Japan
ISSN: 2642-7001
Abstract: Second language researchers have recently recognized the importance of flow experience as an optimal state for learning, but still little is known about the necessary conditions for flow and its longitudinal change and impact on language learning outcomes. This study tracked the changes of 329 Japanese university students' flow experience and oral proficiency in a semester-long English as a foreign language (EFL) conversation course. A flow questionnaire was administered four times during the semester, while their oral proficiency was assessed by an AI-based interactional speaking test at the beginning and end of the semester. A series of longitudinal analyses using multilevel modeling showed a U-shaped trajectory of flow experience. Furthermore, it was found that flow experience was predicted from the learner-perceived balance between task challenge and skills, concurring with Csikszentmihalyi's (1975/2000, 1990) flow theory. In addition, flow experience contributed to improved oral proficiency scores, providing further positive evidence for the theory.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494503
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Yuya+Arai%22">Yuya Arai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7922-6616">0000-0001-7922-6616</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryuki+Matsuura%22">Ryuki Matsuura</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9429-6257">0000-0002-9429-6257</externalLink>)<br /><searchLink fieldCode="AR" term="%22Masaki+Eguchi%22">Masaki Eguchi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0791-4935">0000-0002-0791-4935</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shungo+Suzuki%22">Shungo Suzuki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6327-3298">0000-0002-6327-3298</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+the+Psychology+of+Language+Learning%22"><i>Journal for the Psychology of Language Learning</i></searchLink>. 2025 7(2):40-57.
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  Data: International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal
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  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: Second language researchers have recently recognized the importance of flow experience as an optimal state for learning, but still little is known about the necessary conditions for flow and its longitudinal change and impact on language learning outcomes. This study tracked the changes of 329 Japanese university students' flow experience and oral proficiency in a semester-long English as a foreign language (EFL) conversation course. A flow questionnaire was administered four times during the semester, while their oral proficiency was assessed by an AI-based interactional speaking test at the beginning and end of the semester. A series of longitudinal analyses using multilevel modeling showed a U-shaped trajectory of flow experience. Furthermore, it was found that flow experience was predicted from the learner-perceived balance between task challenge and skills, concurring with Csikszentmihalyi's (1975/2000, 1990) flow theory. In addition, flow experience contributed to improved oral proficiency scores, providing further positive evidence for the theory.
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  Data: 2026
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      – Text: English
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        PageCount: 18
        StartPage: 40
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Conversational Language Courses
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      – SubjectFull: College Students
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      – SubjectFull: Student Experience
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Change
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Japan
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      – TitleFull: Tracking the Longitudinal Change of Flow Experience in an EFL Conversation Course
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              Y: 2025
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