Flow Theory and Immersions: A Study of Flow in Postsecondary Level Immersions in Korea

Abstract

This study investigates the existence of flow and the effectiveness of English lectures, the postsecondary level immersions. Since providing the optimal learning environment becomes the key to the successful development of linguistic and cultural knowledge, immersions, known to provide such environment, gained its popularity, and were implemented in the different parts of the world. Flow theory, which states flow leads to optimal language learning, is defined by a balance between challenge and skills, interest, attention, and control (Csikszentmihalyi 1975), and is a great tool to examine the effectiveness and optimality of the learning environment. Based on the questionnaire survey by 128 students at K University, this study explores flow of students in English lectures. The purpose of this study is twofold: to verify flow theory in the postsecondary level immersions, and to discuss the effectiveness of the immersions in reference to flow theory. The findings suggest that flow exists in the postsecondary level immersions, and demonstrate that a certain level of English proficiency is needed for the flow experience. Results propose that immersions effectively provide the optimal language learning environment.