Flowing in the wind: the relationship between well-being and productive learning in the English secondary classroom

Abstract

[eng] This study builds on earlier research papers regarding the integration of flow theory in L2 classes. More specifically, it examines which type of teaching methodology is being implemented in secondary English classes and determine whether it has an impact on the student’s motivation. Based on the premise that students feel demotivated, it has been explored if the principles of flow theory can be incorporated through speaking to improve the student’s engagement. In order to study the data obtained, a qualitative thematic analysis has been conducted following the steps established by Braun and Clarke (2013). Furthermore, data has been supported with quantitative results to enhance thematic analysis. The results show that despite the school’s efforts to innovate their teaching approaches, the methodology used is still grammar-oriented, which has a direct impact on the student’s motivation. Participants claimed to be unmotivated due to the structure and activities of the lessons, leading to feelings of boredom and disengagement. Conversely, participants showed a positive response towards the practice of speaking activities, describing it as relaxing, fun and enriching for their learning process. In addition, they stated that they could potentially feel flow with speaking activities while the grammar-oriented ones had the opposite effect. These findings suggest that incorporating more speaking activities into the classroom instead of relying on grammar to learn could improve the student’s motivation, well-being and learning.