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L2 extensive reading and flow: Clarifying the relationship
|Title:||L2 extensive reading and flow: Clarifying the relationship|
L2 reading motivation
L2 reading engagement
|Date Issued:||Oct 2013|
|Publisher:||University of Hawaii National Foreign Language Resource Center|
Center for Language & Technology
|Abstract:||Among foreign language educators interest in extensive reading is growing along with questions about learner motivation to read. Maintaining learner motivation over long periods of time is influenced by many variables suggesting that multiple means of stimulating motivation is needed. The psychological theory of flow has been suggested to influence motivation and engagement in reading. This study examined Japanese learners of English in extensive reading classes to see if they perceived to experiencing flow, the conditions that enabled flow, and if experiencing flow influenced their motivation to spend more time reading. The findings showed that these learners often perceived to experiencing flow while reading graded readers, however, greater frequency of flow-like experiences did not correlate with greater amounts of time spent reading.|
|Appears in Collections:||
Volume 25, No. 2|
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