FLOW IN EFL AND ESL CONTEXTS: A SCOPING REVIEW OF EMPIRICAL RESEARCH
DOI:
https://doi.org/10.35631/IJEPC.1163064Keywords:
EFL, ESL, Flow, Research Methodologies, Scoping ReviewAbstract
Over the past two decades, research on flow in English as a Foreign Language (EFL) and English as a Second Language (ESL) settings have grown steadily, driven by a broader surge of research interest in learners’ positive emotional and motivation. However, this body of work remains scattered. Studies differ notably in their theoretical learnings, methodological choices, and what they choose to examine. To provide a clearer picture of how flow has been conceptualized and investigated in language education, this scoping review synthesizes empirical studies published between 2000 and 2026. Following the PRISMA-ScR framework, a systematic search of Web of Science, Scopus, and ScienceDirect identified 47 studies for inclusion. The analysis examined major research foci, participant characteristics, theoretical foundations, methodological approaches, key findings, and reported limitations. The review shows that flow research has been conducted predominantly with university-level EFL learners, while younger learners and diverse educational settings remain underrepresented. Existing studies have focused largely on factors that trigger flow, particularly task features and technology-mediated learning environments, whereas its longer-term educational consequences and its relationships with other academic emotions, such as boredom and anxiety, have received comparatively limited attention. The findings also indicate the continuing influence of positive psychology frameworks, alongside increasing attempts to integrate perspectives from related disciplines. Methodologically, the literature is still dominated by cross-sectional survey research, although recent studies have begun to adopt longitudinal, experience-sampling, and physiological approaches. Emerging evidence further suggests that flow in today’s technology-enhanced environments is highly context-sensitive and shaped by the interaction of pedagogical, technological, and learner-related factors. Taken together, the findings highlight both the progress made in understanding flow in language learning and several important directions for future research and pedagogical practice.
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