Do Pre-Reading Vocabulary Studies Have an Effect on Experiencing Flow in EFL Contexts?1

Abstract

Flow theory studies emerged following the studies in the field of psychology which have been carried out by discussing the activities people do in daily life. This experimental study aims firstly to investigate the effects of pre-reading vocabulary studies on experiencing flow in English as a foreign language (EFL) class, and secondly to investigate the key factors that affect flow experience in a secondary school context. The study was conducted in the first term of the 2019-2020 academic year for a 5-week period with 41 eighth-grade EFL learners. The weekly studies included seven steps; pre-reading vocabulary activity, teacher presentation of the target vocabulary, silent reading, post-reading activities, questionnaire, interview and a post-test. Results were analysed by using quantitative and qualitative methods. The findings revealed that pre-reading vocabulary studies affected students‟ flow experience positively and in different intensity.