[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596187-105":59,"doc-detail-596187-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","in-flow-with-task-repetition-during-collaborative-oral-and-writing-tasks","In Flow with Task Repetition During Collaborative Oral and Writing Tasks","","The present study draws on Flow Theory to examine how task repetition relates to learners’ subjective experience quality during task execution. Flow is treated as an optimal state marked by intense focus and involvement in meaningful, challenging-but-doable activities, linked to confidence and performance. Participants (n=24) completed collaborative decision-making tasks in both oral and written modalities, then repeated either the identical task or a comparable one week later. Findings indicate positive effects of repetition, moderated by modality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/in-flow-with-task-repetition-during-collaborative-oral-and-writing-tasks/596187/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/in-flow-with-task-repetition-during-collaborative-oral-and-writing-tasks/596187.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about task repetition?","Question",{"text":112,"@type":113},"It examines the relationship between task repetition and the quality of learners’ subjective experience during task execution within the framework of Flow Theory.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants organized in the experiment?",{"text":117,"@type":113},"Twenty-four participants were randomly assigned to a Task Repetition group or a Procedural Repetition group.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the role of modality in the results?",{"text":121,"@type":113},"Repetition positively influenced learners’ flow experience, but task modality acted as an important mediating factor.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596187,1792941402,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","In Flow with Task Repetition During Collaborative Oral and Writing  \nTasks  \nMichael Zuniga  \nUniversité du Québec à Montréal  \nCaroline Payant  \nUniversité du Québec à Montréal  \nAbstract  \nThe 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.  \nRésumé  \nCette étude s'appuie sur la théorie de l’expérience optimale (EO), souvent désignée par le nom flow, pour examiner les relations entre la répétition des tâches et la qualité del'expérience subjective des apprenants en accomplissant desdites tâches. L’EO est un état subjectif de bien- être caractérisé par une combinaison de motivation intrinsèque et deconfiance en soi qui se produit lors de l’immersion complète dans une tâche (Csikszentmihalyi, 2008) . Bien que les recherches montrent que certaines caractéristiques des tâches interagissent avec l’EO, aucune recherche n'a spécifiquement examiné larépétition des tâches. Les participants (n=24) ont été assignés au hasard à l'une de deux conditions de répétition. Tous les participants ont d'abord effectué une tâche collaborative avec une composante orale et écrite. Une semaine plus tard, ils ont répété soit la même tâche soit une tâche semblable. Les données ont été recueillies à l'aide d'un questionnaire sur l’EO. Les résultats montrent que la répétition a interagit positivement avec l’EO, mais que la modalité a été un facteur de médiation important.  \nCanadian Journal of Applied Linguistics, Special Issue, 24, 2 (2021): 48-69  \nCJAL * RCLA Zuniga & Payant 49  \nIn Flow with Task Repetition During Collaborative Oral and Writing Tasks  \nFlow is an intrinsic motivational state characterized by positive affect and full cognitive engagement that occurs when learners are immersed in meaningful and challenging, but doable activities, with clear goals, a sense of agency and internal feedback (Csikszentmihalyi, 2008) . While in flow, individuals experience a merging of action and awareness, resulting in feelings of well-being, a loss of self-consciousness and an altered sense of time (flying) . Such flow experiences are not only enjoyable while they occur but are also followed by positive affective states as individuals revel in their accomplishment. Positive emotions contribute to improved performance by inciting individuals to spend more attention-focused time on various activities and to seek opportunities to repeat said flow-inducing activities (Csikszentmihalyi, 2008, 2014) . In the field of second language (L2) education, there is a long tradition of research that has examined learner motivation which shows that motivated learners tend to experience greater L2 learning success (Dörnyei, 1998, 2018) . Theories of motivation, like Flow Theory, have begun to garner L2 researchers’ attention and results from empirical studies show that language learning activities interact differentially with flow experiences (e.g., Aubrey, 2016, 2017; Cho, 2018; Czimmermann & Piniel, 2016; Egbert, 2003; O","cbCaiah9v5euoUz0","https://ap.wps.com/l/cbCaiah9v5euoUz0","pdf",314555,22,"English","# Abstract\n## Flow Theory and research background\n## Study design and data collection\n## Results and findings\n## Implications for second language task-based learning","[{\"question\":\"What does the study examine about task repetition?\",\"answer\":\"It examines the relationship between task repetition and the quality of learners’ subjective experience during task execution within the framework of Flow Theory.\"},{\"question\":\"How were participants organized in the experiment?\",\"answer\":\"Twenty-four participants were randomly assigned to a Task Repetition group or a Procedural Repetition group.\"},{\"question\":\"What was the role of modality in the results?\",\"answer\":\"Repetition positively influenced learners’ flow experience, but task modality acted as an important mediating factor.\"}]","In Flow with Task Repetition During Collaborative Oral and Writing Tasks | PDF",1792082606,55]