Journal of Language Teaching and Research, Volume (6), No (1), Year (2015-1) , Pages (210-215)

Title : ( Exploging Flwo theory in TOEFL Texts: expository and argumentative genre )

Authors: Zeinab Azizi , Behzad Ghonsooly ,

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The present study attempts to examine optimal experience of test takers in Expository and Argumentative Genres of TOEFL texts. Flow theory was originally used by Csikszentmihalyi in 1970 to represent “optimal experience” that is characterized by intense focus, control, interest and skill challenge balance which leads to enhanced performance on a task, and provides the basis for peak performance. Different researchers have examined Flow in different fields of studies as sports, music and surgery but there has been less attention toward International proficiency tests like TOEFL. This study tries to examine the role of genre which creates more flow in text readers of TOEFL. So, two different texts from a TOEFL actual test with different genres were chosen. Then, 33 participants who were MA English students were asked to read the texts and fill out the Flow perception Questionnaire (Egbert, 2003) in the Likert format to report their perceptions of flow. By calculating mean of both texts, it was indicated that the Expository genre creates more flow in readers. In addition, to get more information, two participants were interviewed to shed more lights into findings.


, concept of flow, sense of control, flow and motivation, expository and argumentative genres
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author = {Azizi, Zeinab and Ghonsooly, Behzad},
title = {Exploging Flwo theory in TOEFL Texts: expository and argumentative genre},
journal = {Journal of Language Teaching and Research},
year = {2015},
volume = {6},
number = {1},
month = {January},
issn = {1798-4769},
pages = {210--215},
numpages = {5},
keywords = {concept of flow; sense of control; flow and motivation; expository and argumentative genres},


%0 Journal Article
%T Exploging Flwo theory in TOEFL Texts: expository and argumentative genre
%A Azizi, Zeinab
%A Ghonsooly, Behzad
%J Journal of Language Teaching and Research
%@ 1798-4769
%D 2015