Akış üzerine bir çalışma: Türk İngilizce öğretmenlerinin deneyimleri

Since the introduction of Flow Theory by Csikszentmihalyi (1975), flow experience has been studied in different areas such as sports, arts, medicine, and education. Despite many studies conducted in the Turkish context regarding flow experience in foreign language education, the studies carried out with teachers working at the schools of the Ministry of National Education (MoNE) are scarce. Therefore, the present study utilizes a flow questionnaire specific for English teachers (Belce,2019) and semi-structured interviews with the aim of investigating the overall flow experiences of 77 EFL teachers in Eskişehir, Turkey in a mixed-methods design. It also aims to find out if the participating teachers' age, gender, last graduation degree, the school type they are teaching at, teaching experience, skills taught in class, activities used, and time slots in a day affect their flow experiences. The results of quantitative data analysis show that EFL teachers taking part in the study experience flow while teaching English, and among the demographical variables only gender and last graduation degree impact this experience. Also, it is found that EFL teachers are more likely to feel immersed while teaching speaking and vocabulary, during interactive activities, and in morning classes. These findings are also supported by the participating teachers' statements during the interviews. The interview sessions also reveal some possible factors that can facilitate or hinder the flow experience. Finally, the study presents some suggestions and implications for both EFL teachers and other researchers in the field. The most important implication is that teachers' flow cannot be thought of without the influence of students.