Fostering flow experience in foreign language learning: examining synergetic effects of expectancy-value beliefs and emotions

Abstract Flow, an essential yet relatively understudied state in foreign language (FL) learning, has been shown to be influenced by learner motivation and emotions. However, the exact links between expectancy-value beliefs, emotions, and flow remain unclear. In this study, both person- and variable-centered approaches are combined to explore the complex relationships among expectancy-value beliefs (i.e., expectancy for success, intrinsic value, utility value, attainment value, and effort cost), FL emotions (i.e., anxiety, boredom, enjoyment, and peace of mind), and the experience of flow among 1,016 FL learners in Chinese universities. Results reveal that attainment value only predicts anxiety, while utility value exclusively predicts enjoyment, and effort cost predicts no FL emotion. Additionally, all FL emotions except anxiety predict flow. Notably, expectancy-value beliefs do not directly influence flow; instead, FL emotions, excluding anxiety, fully mediate the effects of expectancy for success and intrinsic value on flow. Enjoyment fully mediates the relationships between utility value and flow. Moreover, four distinct latent profiles are identified: high-cost, maladaptive, average-all, and adaptive. Students in adaptive and average-all profiles display higher positive emotions and flow, with lower boredom levels than other profiles. Conversely, high-cost profile students are most anxious. Theoretical and pedagogical implications are provided.