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Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference

In Flow with Task Repetition During Collaborative Oral and Writing Tasks

October 14, 2020


The present study draws on Flow Theory to examine the relationship between task repetition and the quality of learners’ subjective experience during task execution. Flow is defined as a positive experiential state characterized by intense focus and involvement in meaningful and challenging, but doable tasks, which has been associated with enhanced self-confidence and task performance (Csikszentmihalyi, 2008). While research shows that certain task characteristics interact differentially with the quality of flow experiences, no research has specifically examined such interaction with task repetition. Participants (n=24) were randomly assigned to a Task Repetition or a Procedural Repetition group. All participants first completed a two-way decision-making gap task in both the oral and written modalities and either repeated the identical task or a comparable task one week later. Data were collected with a flow perception questionnaire, completed immediately following each task. Results show that repetition positively influenced learners’ flow experience, but that modality was an important mediating factor.