摘要
This case study examined how evidence-based writing instruction influenced flow experiences and academic writing development among nine Taiwanese graduate students. Using a thematic analysis of writing tasks, classroom observations, feedback, and reflective accounts, three key findings emerged. Genre-based pedagogy and instructor modeling generated higher levels of flow than exposure to model journal articles alone. Participants experienced the strongest flow during the outlining stage. Additionally, expert feedback was perceived as more valuable and more effective in sustaining flow than self-assessment or peer feedback. A framework on evidence-based writing instruction was proposed.
•Evidence-based writing instruction on flow experiences and academic writing development.•Genre-based pedagogy and instructor modeling on higher levels of flow.•Expert feedback as more valuable and more effective in sustaining flow.