Author(s)

Wenbiao Qin ¹

Affiliation(s)

¹ School of Foreign Languages and Cultures, Xizang University, Lhasa, Xizang, China

Corresponding Author

Wenbiao Qin

ABSTRACT

In recent years, flow, hailed as the 'ultimate state of well-being', has garnered increasing attention within the field of second language acquisition research. Yet amidst this burgeoning interest, in-depth exploration of flow remains notably scarce. One key question "what factors are influencing high school EFL learners' flow experience in English classrooms" seems to be less understood. Consequently, grounded in control-value theory and social support theory, and focusing on high school EFL learners in Lhasa, China, this research employs a quantitative research design to investigate the major antecedents contributing to their flow experience within English classrooms. Through structural equation modelling, the research reveals that: (1) culturally responsive teaching can significantly and positively influence the flow experience; (2) teacher support exerts a mediating effect between culturally responsive teaching and the flow experience. 

KEYWORDS

Flow Experience; Culturally Responsive Teaching; Teacher Support; High School EFL Learners; English Classrooms; Antecedents

CITE THIS PAPER

Wenbiao Qin. Research on the Antecedents of Flow Experience among High School EFL Learners: Culturally Responsive Teaching and Teacher Support. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 1, 62-69. DOI: http://dx.doi.org/10.23977/aetp.2026.100108.

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