TEACHERS’ AND STUDENTS’ PERCEPTIONS OF FLOW IN SPEAKING ACTIVITIES

Yıl 2012, Cilt: 8 Sayı: 16, 283 - 306, 01.01.2012

Burcu Ak Şentürk

Öz

Recently, there has been a growing interest in the study of flow experience in the language classroom. However, the existence of the flow experience while performing different tasks in speaking lessons remains unknown. Flow theory is described as an experiential state characterized by intense focus and involvement that leads to improved performance on a task Csikszentmihalyi, 1988, 1990 . This study was designed to investigate teachers’ and students’ perceptions about the existence of flow experience in speaking courses. The qualitative and quantitative analyses indicated that flow exists in speaking classes; however, there is a significant difference among each task in terms of the perception of flow. Results also showed that there is a significant relationship between the type of the activity and affective engagement in terms of students’ perception of task control, task appeal, focused attention and challenge. The findings also revealed that teachers could facilitate the flow experience for students by developing tasks that might lead to flow.

Anahtar Kelimeler

Flow, Flow Experience, Affective Engagement / Affective Response, Task

İNGİLİZCE KONUŞMA DERSLERİNDE KULLANILAN AKTİVİTELER ÜZERİNDEKİ “FLOW” ETKİSİ

Öz

Bu çalışma, İngilizce konuşma derslerinde sekiz farklı aktivitede öğrencilerin ne ölçüde “flow”” etkisi yaşadığını incelemiştir. Çalışmada kullanılan aktiviteler tartışma, drama, dil oyunları, mülakat, bilgi, sorun çözme, resim anlatımı ve hikaye anlatma. Nitel ve nicel analizler “flowun” dil sınıflarında mevcut olduğunu fakat aktiviteler arasında önemli farklılıklar olduğunu göstermektedir. Sonuçlar ayrıca gösterdi ki aktivitelerle öğrencilerin “flow” deneyimi arasındaki ilişkiyi öğrencilerin aktivite üzerindeki kontrolü, aktivitenin ilgi çekici olması, öğrencilerin konuya odaklanması ve güçlük seviyesi etkilemektedir. Analizler gösterdi ki eğer aktivite dört “flow” boyutunu içeriyorsa, öğrencilerin “flow” yaşama olasılığı artmaktadır. Sonuçlar ayrıca gösterdi ki öğretmenler “flow” yaşamayı sağlayıcı aktiviteler hazırlayarak öğrencilerin “flow” yaşama olasılığını artırabilirler.

Anahtar Kelimeler

“Flow”, Duygusal Motivasyon, Aktivite, Flow Deneyimi

Kaynakça

• Abbot, J. (2000). Blinking out and having the touch: Two fifth-grade boys talk about flow experiences in writing. Written Communication, 17, 53-92.
• Carli, M., Delle Fave,A. &Massimini, F. (1988). The quality of experience in flow channels: Comparison of Italian and U. S. Students. In M. Csikszentmihalyi & I. Csikszentmihalyi (Eds.). Optimal experience: Psychological studies of flow in consciousness (pp. 288-306). New york: Cambridge university Press.
• Csikszentmihalyi, M. (1988). The future of flow. New York: Cambridge University Press.
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
• Csikszentmihalyi, M. (1997a). Intrinsic motivation and effective teaching: A Flow analysis. London: The John Hopkins University Press.
• Csikszentmihalyi, M. (1997b). Flow and education. NAMTA Journal, 22(2), 2-35.
• Csikszentmihalyi, M., &Csikszentmihalyi(Eds.), I. S.(1988). Optimal experience: Psychological studies of flow in consciousness. New York: Cambridge University Press.
• Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. London: Plenum Press.
• Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
• Egbert, J. (2003). A study of flow theory in the foreign language classroom. Modern Language Journal, 87(4), 499-518.
• Eckard, R. (1981). Teaching conversation skills in ESL. Washington: Need publisher.
• Jackson, S. & Marsh, H. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport and Exercise Psychology, 18, 17-35.
• Larson, R. (1988). Flow and writing. New York: Cambridge University Press.
• MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. Philadelphia: John Benjamins Publishing Company.
• Moneta, G. B. (2004). The flow model of intrinsic motivation in Chinese: Cultural and personal moderators. Journal of Happiness Studies, 5(2), 181-217.
• Reuben, B. D. (1999). Simulations, games, and experience-based learning: The quest for a new paradigm for teaching and learning. Simulation & Gaming, 33(3), 316- 329.
• Robinson, P. (Ed.). (2002). Introduction: Researching individual differences and instructed learning. Philadelphia: John Benjamins Publishing Company
• Ryan, R. M. &Deci, E. L. (2000). Intrinsic and extrinsic motivations: Class definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
• Tardy, C. M. & Snyder, B. (2004). 'That's why I do it': Flow and EFL teachers' practices. ELT Journal: English Language Teachers Journal, 58(2), 118-128. Trevino, L. &
• Webster, J.(1992). Flow in computer-mediated communication
• Electronic mail and voice mail evaluation and impacts. Communication
• Research, 19, 539-573.