Thesis
The relationship between students' background knowledge and flow theory on reading: a study of Taiwanese EFL elementary students
Washington State University
Master of Arts (MA), Washington State University
2013
Handle:
https://hdl.handle.net/2376/100295
Abstract
Many studies have indicated the effects of students' background knowledge or flow on their learning processes and achievement. Some researchers have claimed the potential relationship between students' background knowledge and flow - background knowledge as one indicator of flow; however, this issue has not been explored much in empirical research. Thus, this present study aimed to explore how students' background knowledge influences their perceptions of flow. Fifty-five EFL (English as a foreign language) students from two sixth grade classes in Taiwan participated in the study which used background knowledge questionnaires and perceptions questionnaire. The results showed that students with more background knowledge perceived a higher indication of flow experience than those with lower background knowledge. Additionally, the results indicated that students who received the scaffolding of the given text perceived a higher indication of flow experience than those who did not receive the scaffolding of the given text.
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Details
- Title
- The relationship between students' background knowledge and flow theory on reading
- Creators
- Yu-Wen Tu
- Contributors
- Thomas Salsbury (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Education, College of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; [Pullman, Washington] :
- Identifiers
- 99900525042801842
- Language
- English
- Resource Type
- Thesis