Shared, Sustained Flow: Triggering Motivation with Collaborative Projects

Autor/inn/en	Ibrahim, Zana; Al-Hoorie, Ali H.
Titel	Shared, Sustained Flow: Triggering Motivation with Collaborative Projects
Quelle	In: ELT Journal, 73 (2019) 1, S.51-60 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ibrahim, Zana) ORCID (Al-Hoorie, Ali H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccy025
Schlagwörter	Task Analysis; Second Language Learning; Cooperative Learning; Teacher Attitudes; Student Attitudes; Second Language Instruction; Universities; English (Second Language); Personal Autonomy; Learning Activities; Learning Motivation; Self Concept; Language Proficiency; Learning Processes; Foreign Countries; Language Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Zweitsprachenerwerb; Kooperatives Lernen; Lehrerverhalten; Schülerverhalten; Fremdsprachenunterricht; University; Universität; English as second language; English; Second Language; Englisch als Zweitsprache; Individuelle Autonomie; Lernaktivität; Motivation for studies; Lernmotivation; Selbstkonzept; Language skill; Language skills; Sprachkompetenz; Learning process; Lernprozess; Ausland; Language teacher; Sprachunterricht; Großbritannien
Abstract	Flow refers to a special experience of total absorption in one task. Sustained flow (also known as directed motivational currents) is the occurrence of flow in a series of tasks aimed at achieving a certain outcome (for example improving proficiency in a second language). In this article, we investigate "shared, sustained flow"--which occurs when a group of individuals working collaboratively experience sustained flow. Interviews were conducted with five participants (two teachers and three students) to find out the conditions perceived to have facilitated this experience during pre-sessional language courses at two British universities. The results point to three main conditions: forming a group identity, attaching personal value and providing partial autonomy. We discuss how teachers can apply these findings to design motivational out-of-class activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01