Teachers' and students' perceptions of flow in speaking activities

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buir.advisorWalters, JoDee
dc.contributor.authorAk Şentürk, Burcu
dc.date.accessioned2016-01-08T18:11:51Z
dc.date.available2016-01-08T18:11:51Z
dc.date.issued2010
dc.descriptionAnkara : The Department of Teaching English as a Foreign Language, Bilkent University, 2010.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2010.en_US
dc.descriptionIncludes bibliographical references leaves 101-104.en_US
dc.description.abstractThis study was designed to investigate the degree to which flow occurred in different kinds of tasks in speaking courses and examined teachers’ and students’ perceptions about the existence of flow experience in speaking courses. The study was conducted over a two-week period with 163 elementary level university students and their eight instructors of English in eight different speaking classes at Zonguldak Karaelmas University English Language Preparatory School. Designated speaking tasks were class discussion, role-play, language games, interview, information-gap, problem solving, picture narration, and storytelling. Data were collected through the administration of a questionnaire to measure students’ affective responses to tasks after each designated task, a short survey on teachers’ perceptions about each task and interviews with these eight teachers about their perceptions about flow theory, their flow experiences in their lessons and the degree to which students experience flow in the activities. Student means were used to investigate the motivational potential of tasks. Data were further analyzed using ANOVA tests in order to explore the differences in the experience of flow among the eight different activities. The qualitative and quantitative analyses indicated that flow exists in language classes; however, there is a significant difference among each task. The findings revealed that the class discussion activity produced more flow for both teachers and the students, whereas the information-gap activity resulted in more apathy. Results also showed that there is a significant relationship between the type of the activity and affective engagement in terms of students’ perception of task control, task appeal, focused attention and challenge. Overall the analysis showed that when activities included the four dimensions of flow, the students were more likely to perceive flow. The findings also revealed that teachers could facilitate the flow experience for students by developing tasks that might lead to flow. Lastly, the findings showed that an interactional pattern of group work produced significantly better results.en_US
dc.description.provenanceMade available in DSpace on 2016-01-08T18:11:51Z (GMT). No. of bitstreams: 1 0003953.pdf: 517574 bytes, checksum: a40fc637f9c60b9a0e45d09bbeba835e (MD5)en
dc.description.statementofresponsibilityŞentürk, Burcu Aken_US
dc.format.extentxvii, 119 leavesen_US
dc.identifier.urihttp://hdl.handle.net/11693/14985
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectFlowen_US
dc.subjecttasken_US
dc.subjectaffective engagement / affective responseen_US
dc.subjectflow experienceen_US
dc.subject.lccPE1068.T8 S368 2010en_US
dc.subject.lcshEnglish language--Study and teaching (Higher)--Turkish speakers.en_US
dc.subject.lcshSpeaking.en_US
dc.titleTeachers' and students' perceptions of flow in speaking activitiesen_US
dc.typeThesisen_US
thesis.degree.disciplineTeaching English as a Foreign Language
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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