Flow reflects an optimal balance of challenge and skill, which is exhilarating and addictive. The current study investigates the role of three learner emotions (enjoyment, anxiety, and boredom) on the proportion of class time in flow among 165 Arab and Kurdish English as a Foreign Language (EFL) students in both in-person and online classes. Statistical analyses revealed that Foreign Language Enjoyment (FLE), and more specifically, the dimension Personal FLE, was a significant positive predictor of flow, while Foreign Language Boredom was a significant negative predictor. Contrary to previous research, Foreign Language Classroom Anxiety had no significant negative effect on flow. Further analyses showed that students' nationality and their attitudes toward English and their English teacher had significant effects on their time in flow. It thus seems that flow becomes possible when the teacher manages to get learners in the right emotional mood, allowing those who enjoy themselves intensely to rise to a state of flow, both in in-person and online classes.