Abstract

This study explores the notion of flow as it applies to contexts of second language (L2) learning and use. Previous work has focused on researcher-centred descriptions of flow, which generally refers to a person’s sense of being completely absorbed in a task, with L2 learners predominantly responding to questionnaire statements about flow. In this study, instead, flow is explored through the perspectives of the individuals experiencing flow, by asking them to describe their feelings and any factors they feel relevant to their experience. For a period of four weeks, five undergraduate students taking L2 courses of French or Spanish reported their flow states in weekly diary entries and interviews. As reported by students, several contexts emerged as conducive to flow, including interactive activities (which were the most reported), taking an exam, studying grammatical forms, listening to a lecture, reading, or practicing a speech. Data analysis focused on identifying a set of flow dimensions as emergent from students’ reports. Seven flow dimensions were identified: skill–challenge balance, attention, oblivion, interest, stress, enjoyment, and sense of accomplishment. Four dimensions were similar to the characteristics identified previously in relation to L2 learning (attention, interest, enjoyment, sense of accomplishment), one dimension was redefined on the basis of the present findings (skill–challenge balance), and two new dimensions were identified for the first time (oblivion, stress). Findings of this study suggest that flow might be linked to a certain level of proceduralization of L2 skills, as the element of automaticity was prominent in most descriptions of flow. Taken together, the findings align with previous claims that advanced skill levels are necessary for flow states to emerge (Egbert, 2003; Nakamura & Csikszentmihalyi, 2014).