Perceived Book Difficulty and Pleasure Experiences as Flow in Extensive Reading Arai, Yuya 2022-04-19T00:27:31Z 2022-04-19T00:27:31Z 2022-04-15
dc.description.abstract In second or foreign language (L2) extensive reading (ER) studies, learners have been encouraged to read easy books despite the lack of consensus concerning how to define book difficulty. In light of previous studies reporting that book difficulty can play an important role in learners’ affect in ER (e.g., Bahmani & Farvardin, 2017; Chiang, 2016; Yang et al., 2021), the present study explored the relationship between perceived book difficulty and pleasure experiences from the perspective of the flow theory (Csikszentmihalyi, 1975/2000), as an important reading purpose in ER is for pleasure. Ninety-nine Japanese university students participated in a flow questionnaire survey, five of whom also participated in the follow-up interviews. It was found that some characteristics of flow were found in relation to the difference in perceived book difficulty, and that the participants’ perceptions were affected by some factors related to the flow theory.
dc.identifier.citation Arai, Y. (2022). Perceived book difficulty and pleasure experiences as flow in extensive reading. Reading in a Foreign Language, 34(1), 1-23.
dc.identifier.issn 1539-0578
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject extensive reading
dc.subject perceived book difficulty
dc.subject pleasure reading
dc.subject flow
dc.subject motivation
dc.title Perceived Book Difficulty and Pleasure Experiences as Flow in Extensive Reading
dc.type Article
dc.type.dcmi Text
prism.endingpage 23
prism.number 1
prism.publicationname Reading in a Foreign Language
prism.startingpage 1
prism.volume 34
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