A foreign language learning process is highly influenced by affective factors. This process, which has a different learning experience than the mother tongue, emphasizes positive and negative affective experiences, especially in speaking and writing skills. In the flow theory, which is a positive affective experience, it is stated that the individuals who are in the flow have a higher performance by the intrinsic motivation effect and their actions without external reward. The aim of this study is to investigate the effect of flow experience and anxiety level on speaking and writing success in the foreign language. The research is conducted at the University of Nevşehir Hacı Bektaş Veli (Nevşehir/Turkey) with 36 prep class students of the School of Foreign Languages in the 2016-2017 academic year. The data were collected through a Turkish version of Flow Short Scale with the Experience Sampling Method (ESM). The results showed that there is a positive and significant relationship between flow experience and speaking and writing exam scores. These findings indicate that as the level of flow experience increases, the success of speaking and writing in foreign language increases also. On the other hand, there is a negative and significant relationship between anxiety and speaking and writing exam scores. According to this, it can be concluded that as the level of anxiety increases, the success of speaking and writing production decreases.
Flow Experience, Speaking, Writing, Foreign Language, Anxiety