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Navigating ambiguous learning tasks through flow theory and behaviorist reinforcement: Effects on motivation, flow experience, and psychological well-being
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DOI：10.1016/j.lmot.2026.102246.png)
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Abstract
En 中文
The present study set out to examine how ambiguous learning tasks shape learners' motivation, flow experience, and psychological well-being in an online English as a foreign language (EFL) project-based learning context. Using a quasi-experimental pretest-posttest design, 133 Chinese undergraduate EFL learners participated in an 11-week online project-based intervention and were assigned to an ambiguous task condition (n = 67) or a structured task condition (n = 66), with motivation, flow, and psychological well-being assessed through validated questionnaire instruments administered before and after the intervention. The results showed improvement in both groups from pretest to posttest; however, learners in the ambiguous task condition demonstrated significantly larger gains in motivation, flow experience, and psychological wellbeing than those in the structured task condition. Taken together, these findings suggest that EFL instructors and instructional designers can enhance learners' engagement and well-being by incorporating calibrated ambiguity and strategically timed feedback within online project-based speaking modules.
Keywords:
Ambiguous learning tasks
Flow experience
Motivation
Psychological well-being
Online learning
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