Understanding flow experiences in online EFL learning

Perspectives from Vietnamese undergraduates

Bibliographic Data

ID21283333
AuthorsKien Trung Nguyen (0000-0002-7176-8055), Kien Nguyen (0000-0003-4208-0523, FPT University, corresponding author), Ngan Thi Kim Le (0000-0002-5880-0583, FPT University), Quynh Thi Nguyen (0009-0000-5056-3096, FPT University), Nghi Hieu Van (FPT University), Quynh Xuan Pham (FPT University)
Year2026
Volume264
Pages106580
Publication date2026-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueActa Psychologica (JOURNAL)
Journal identifiersISSN: 0001-6918 • E-ISSN: 1873-6297
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.actpsy.2026.106580
PMID41793996
OpenAlexW7133936920
LanguageEN
References cited37

The study investigates Vietnamese EFL undergraduates' Flow experiences within the online learning context. The research aims to identify the extent to which Vietnamese undergraduates experienced Flow in online EFL contexts through the lens of the eight specific Flow dimensions, highlight the key dimensions with the highest and lowest levels, and explore how students describe their Flow experiences. A mixed-methods design was employed, including a survey conducted with 239 EFL university students and semi-structured interviews with 12 interviewees; all data from the qualitative phase were analyzed using narrative-integrated thematic analysis. Results showed that students' overall level of Flow experience was high (M = 3.77), with Immediate Feedback, Balance between Challenges and Skills, and Loss of Self-consciousness being the three most prominent dimensions, while Highly Focused Concentration/Attention was the lowest reported dimension. However, barriers to achieving Flow include internal struggles, such as difficulty in maintaining focus, obstacles arising from self-directed learning expectations and culturally shaped norms, as well as external challenges related to technology infrastructure. Teacher support and interactive learning activities, clear goals, a constructive learning environment, and positive social interactions were described as important conditions in maintaining Flow. The study highlights the role of Flow in potentially facilitating deep learning in online EFL learning and offers practical implications for educators to design online lessons that set clear goals, provide immediate and constructive feedback, modify task difficulty, minimize distractions to promote immersion, and consider contextual and culturally sensitive factors to maximize Flow among Vietnamese EFL learners

Constructive · Language acquisition · Online learning · Set (abstract data type) · Structured prediction · Task (project management) · Thematic analysis · Vietnamese · Education and Learning Interventions · Educational Games and Gamification · Flow Experience in Various Fields

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Open DOIOpen Access