What the study found
Vietnamese undergraduates in online English as a foreign language (EFL) learning reported a high overall level of flow, meaning a state of deep engagement and immersion. The study also found that some flow dimensions were more prominent than others, and that students described both supports and obstacles to staying engaged.
Why the authors say this matters
The authors conclude that flow may help facilitate deep learning in online EFL learning. They also suggest that educators should design online lessons with clear goals, immediate and constructive feedback, task difficulty that matches learners' skills, fewer distractions, and attention to contextual and culturally sensitive factors.
What the researchers tested
The study used a mixed-methods design with 239 Vietnamese EFL university students completing a survey and 12 students taking part in semi-structured interviews. The qualitative data were analyzed using narrative-integrated thematic analysis, and the study examined flow through eight dimensions.
What worked and what didn't
Students described teacher support, interactive learning activities, clear goals, a constructive learning environment, and positive social interactions as important for maintaining flow. Barriers included difficulty maintaining focus, expectations for self-directed learning, culturally shaped norms, and technology infrastructure problems.
What to keep in mind
The abstract does not describe the study's limitations in detail. The findings are based on Vietnamese undergraduate EFL learners in an online learning context, so the scope described in the summary is specific to that group.
Key points
- The study reported a high overall level of flow in online EFL learning among Vietnamese undergraduates.
- Immediate feedback, balance between challenges and skills, and loss of self-consciousness were the strongest flow dimensions.
- Highly Focused Concentration/Attention was the lowest reported flow dimension.
- Students described teacher support, interactive activities, clear goals, and positive social interactions as helpful for maintaining flow.
- Barriers included difficulty focusing, self-directed learning expectations, culturally shaped norms, and technology infrastructure issues.
Disclosure
- Research title:
- Vietnamese undergraduates reported high flow in online EFL learning
- Authors:
- Kien Nguyen, Ngan Thi Kim Le, Quynh Thi Nguyen, Nghi Hieu Van, Quynh Xuan Pham
- Institutions:
- FPT University, FPT University, FPT University, FPT University, FPT University
- Publication date:
- 2026-03-05
- OpenAlex record:
- View
Get the weekly research newsletter
Stay current with scholarly research without reading academic papers — one filtered digest, every Friday.