An Investigation of the Impact of the Performance of Diverse Collaborative Tasks on the EFL Learners’ Flow Experiences across Gender

Learning a language has always been linked with engagement and other affective factors, which can be fully described by the flow experience heading. However, the way with which teachers can benefit more from those factors is still open to questions. At the same time, there are numerous studies who have proven the efficacy of collaboration and group work. Therefore, the present study was conducted to investigate the possible effect of collaborative learning on flow experience of the language learners in their speaking classes. To this end, a number of ۵۲ language learners participated in this study. They were divided into four groups separated by experimental and control groups, and their genders. The data were collected using the flow experience questionnaire and they were analyzed using ANOVA and Post-hoc tests. The results of the study manifested that collaborative speaking tasks lead to having more active and engaged language learners who are encouraged and feel comfortable enough to speak more and more. Additionally, the results indicated that collaborative learning is equally effective for both genders. The findings of the present study can be useful for the whole processes of teaching and learning, and the parties who are engaged within the processes.

Keywords:

Collaboration , Flow experience , Speaking