A Study On Teacher Support Factors In Senior High School Students’ Flow Experience In English Class

With the rise of positive psychology,scholars in the field of second language acquisition have been paying more and more attention to the role of positive emotions in promoting students’ learning.As an important concept in positive psychology,flow is a kind of positive emotional experience in which students are so engrossed in a certain task that they lose track of time.No doubt flow plays an important role in promoting students’ participation in class and improving their learning efficiency.Flow requires three conditions: clarity of purpose,immediate feedback,and a balance of challenge and skill.As the organizers of English classes,teachers can provide students with all kinds of support to meet the above three conditions,thus promoting the formation of flow experience.As a result,it is necessary to conduct in-depth research on teacher support factors.At present,most of the research in China focuses on human-computer interaction and sports,while the research related to teaching practice is very limited.Existing studies generally focus on primary school students and college students,but there are few studies on flow experience in middle and high school students.Middle school and high school are important stages regarding the physical and mental development of teenagers.Therefore,due attention should be paid to the flow experience of the students in this period,especially the influence of teacher support factors on their flow experience in the English class.In view of the limitations of existing studies,this study takes 423 senior high school students from a middle school in Liaoning Province as participants to explore the correlation and influence of teacher support and flow experience of senior high school students in English class.SPSS26.0 is used to analyze the questionnaire data,supplemented by an interview,to specifically answer the following questions: 1.What is the overall situation of high school students’ perception of teacher support in English class? Is there any difference between boys and girls? 2.How do high school students’ perceived teacher support affect their flow experience in English class? What are the possible causes of this effect?In order to ensure the validity of the questionnaire data,the common method deviation test and the difference test of demographic variables were conducted successively.The results show that the average value of senior high school students’ perceived teacher support is 3.922,which is in the upper middle level.The average value of their flow experience in English class is 36.37,which is above average,but fluctuates greatly and needs to be improved.Girls are more likely to perceive teacher support,while boys are more likely to have flow experience.The correlation analysis of the two questionnaires shows that different teacher support factors have different degrees of influence on students’ flow experience.Specifically,teachers’ learning support is positively correlated with students’ flow experience,but not significantly.Emotional support is significantly positively correlated with students’ flow experience.Ability support is negatively correlated with students’ flow experience,not significantly.Teacher emotional support also predicts 31.7% of flow experience changes.The above results show that the learning support,emotional support and ability support provided by teachers affect students’ flow experience in English class in different degrees,and emotional support has the most significant impact on flow experience.The results of this thesis have important implications for English teachers to improve classroom teaching:teachers should help students with different knowledge bases to set corresponding learning objectives,give students positive feedback in class,and try to provide students with corresponding learning tasks according to their different ability levels.However,there are still deficiencies in the selection of research objects and research methods.In future studies,a variety of research methods can be adopted to extend the investigation time and expand the sample size,so as to explore the teacher support factors that affect the flow experience of high school students in English classes more scientifically and comprehensively.