The effects of pre-reading vocabulary studies on experiencing flow in efl context

This study aims to investigate the effects of pre-reading vocabulary studies on experiencing flow experience in English as a foreign language (EFL) classes, and to investigate the key factors that affect flow experience in a secondary school context. Participants of this study were 41 eighth-grade students studying at Burdur Kozluca Secondary School. The study was conducted in the first term of the 2019-2020 academic year for a 5-week period. At the beginning of the study, a pilot study was applied to the whole participants. Next, weekly studies were conducted. Each weekly study included seven steps which were pre-reading activity, teacher presentation of the target words, silent reading, post-reading activities, questionnaire, interview and post-test of vocabulary that was applied as pre-test in pre-reading stage. In the beginning of the study, a picture matching vocabulary activity was applied as pre-test and then vocabulary presentation was provided by the teacher in the pre-reading stage. When presentation of the vocabulary was completed, students were asked to read related reading passage and do post-reading activities. At the end of the lesson, a flow questionnaire was applied to all students in the class. At the end of each two-hour lesson, a semi-structured interview was applied to some students. Finally, the picture matching vocabulary activity which was applied as pre-test was repeated as post-test. The effect of the pre-reading vocabulary studies on students' flow experience was determined by analysing pre-test and post-test vocabulary test results using quantitative methods and semi-structured interview questions using qualitative methods; the key factors affecting flow experience in EFL classes were determined by analysing flow questionnaire using quantitative methods and the interviews held with the whole participants using qualitative methods. The findings revealed that pre-reading vocabulary studies affected students' flow experience positively. The study also revealed that students experienced flow in different intensity. The study concluded with suggestions that pre-reading studies should be applied before reading a text and individual differences should be taken into consideration in reading activity as well as collaboration should be supported during the lesson.