Among foreign language educators interest in extensive reading is growing along with questions about learner motivation to read. Maintaining learner motivation over long periods of time is influenced by many variables suggesting that multiple means of stimulating motivation is needed. The psychological theory of flow has been suggested to influence motivation and engagement in reading. This study examined Japanese learners of English in extensive reading classes to see if they perceived to experiencing flow, the conditions that enabled flow, and if experiencing flow influenced their motivation to spend more time reading. The findings showed that these learners often perceived to experiencing flow while reading graded readers, however, greater frequency of flow-like experiences did not correlate with greater amounts of time spent reading.
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Previous issue date: 2013-10
endingpage:
212
identifier.doi:
10125/66867
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66867
number:
2
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
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