Exploring the Dynamics of Flow in Pre-Service EFL Teachers: A Multiple-Case Narrative Study

Despite previous research on EFL teachers' flow experience, existing studies focused on in-service teachers, ignoring pre-service teachers. Moreover, prior researchers focused on peak moments rather than the dynamics of flow experience. To address these gaps, this study employed a multiple-case narrative approach to explore the dynamics of three pre-service EFL teachers' flow experience in their first teaching. Data was primarily collected through semi-structured interviews, supported by reflective journals and classroom recordings. Narrative analysis was adopted to capture the antecedents and experiential characteristics, disruption and re-engagement, and consequences of participants' flow experience. Findings show that the antecedents of participants' flow include immediate student feedback, the challenge-skill balance, and clear teaching goals. Their flow experiences were characterized by adsorption in teaching, sense of control over class, and loss of time track. Their flow experiences are disrupted by student-related factors and their own self-awareness. Their strategies to re-engage flow varied due to their personality traits. Finally, participants reported their flow experience enhanced their classroom adaptability, alleviated teaching anxiety and boosted professional development. This study contributes to existing studies by considering the underexplored population and flow dynamics. Practically, it offers suggestions for EFL teacher trainers to design flow-focused workshops to raise their awareness of flow and enhance their strategies to re-enter flow, thereby promoting their professional development.