The Effect of ESA Model on Secondary School Students' Flow State

English language has become an international language and a means of communication among people all over the world. EFL learners, particularly those who are in the earliest stages of language learning, find and face difficulties to understand spoken language and comprehending written texts. Iraqi EFL students are less proficient and less advanced in their English language acquisition for a variety of reasons, the primary one being the way English is taught. It appears that secondary schools’ teachers use typical English teaching approaches, also learning is less successful when students are not emotionally invested in what is happening. Students suffer from anxiety and boredom, the flow is important to enhances focus, motivation and retention by making learning enjoyable. ESA is a model of how to build students interest in a topic considered problematic by a teacher in learning. Students move from passive to active participation in learning activities. One of the key goals and advantages of ESA is the idea of involving the students. So, this study aims to show the effect of ESA model on second intermediate school students’ flow state. The data collected by selecting two groups randomly as experimental and control group and apply the ESA model on the experimental group in teaching English. The two groups exposed for flow state scale to know the effect of ESA model on their flow level. The data analyses by using SPSS v26 program. The results indicates that flow state levels of the experimental group, who are taught by using ESA, is better than the control group, who are taught using the traditional method.