| Abstract | Grounded in positive psychology and flow theory in second language acquisition, this study examines the emotional, experiential, and behavioral mechanisms underlying engagement in online collaborative English learning through an Emotion–State–Behavior framework. Specifically, it investigates how foreign language enjoyment (teacher-related, personal, and social) and foreign language classroom anxiety relate to learners’ flow experience, how flow predicts participation and interaction engagement, and whether flow mediates the relationship between affective experiences and engagement. |
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