The role of high schoolers' learner autonomy, self-efficacy, and English mobile application usage in predicting their flow state in English

In this study, it was aimed to examine the extent to which high school students' learner autonomy in English, English self-efficacy, and the use of English mobile applications predict their flow state in English learning. Additionally, the study sought to investigate how students' learner autonomy, English self-efficacy, use of English mobile applications, and flow state in English learning vary according to variables such as school type, gender, age, grade level, internet, social media use and using mobile applications for English. The sample of the study, selected through convenience sampling, consisted of 670 volunteer students studying during the 2023–2024 academic year at Aksu Girls' Anatolian Imam Hatip High School, Aksu Anatolian High School, and Aksu Science High School, located in the Aksu district of Antalya, Türkiye. Data were collected using an instrument composed of the Learner Autonomy Scale, the English Self-Efficacy Belief Scale, the Foreign Language Educational Mobile Application Use Scale, the English Flow State Scale, and a personal information form. In addition to descriptive statistical techniques, the data were analyzed using Student's t-test, one-way analysis of variance (ANOVA), Pearson's product-moment correlation coefficient, and multiple linear regression analysis. The results revealed statistically significant relationships between students' characteristics—such as school type, gender, age, grade level—and their total and subscale scores on the Learner Autonomy Scale, English Self-Efficacy Belief Scale, Foreign Language Educational Mobile Application Use Scale, and English Flow State Scale. In addition, the results also revealed statistically significant relationships between students' use of internet, social media, and mobile applications for learning English and their total and subscale scores on the Learner Autonomy Scale, English Self-Efficacy Belief Scale, Foreign Language Educational Mobile Application Use Scale, and English Flow State Scale. Regression analyses indicated that reading self-efficacy and perceived contribution to language learning significantly predicted the overall flow experience; autonomy, reading, and writing self-efficacy significantly predicted the flow subdimension; autonomy, speaking self-efficacy, and perceived contribution to language learning significantly predicted the boredom subdimension; and autonomy and perceived control significantly predicted the anxiety subdimension. In conclusion, the findings were discussed, and implications and recommendations were provided. Keywords: Flow, learner autonomy, mobile learning, motivation, self-efficacy, self-efficacy for English.