Students' perceptions of flow in vocabulary activities

The aim of the study is to explore the degree to which flow occurs in different types of vocabulary activities and students' perceptions about the existence of flow experience in vocabulary activities. The study was conducted with 72 B1 level EFL preparatory school students in four different vocabulary activities at Çağ University English Language Preparatory School. Designated vocabulary activities were finding words and antonyms, multiple choice, matching words & definitions, and scrambled word activities. Data were obtained via the Flow Perception Questionnaire to measure students' affective responses to activities after each designated activity and interviews with randomly selected five students about their perceptions on their flow experiences and the degree to which students experience flow in the activities. The qualitative and quantitative analyses indicated that flow exists in the language classes under the investigation; and there is no significant difference among each task. Also, the results of the present study revealed that students' perceptions on control, interest, focus and challenge dimensions of each activity had an association with flow. Accordingly, the analysis illustrated that when activities included the four dimensions, the students were more likely to engender flow.