Incorporating process drama into the flipped classroom to enhance learner motivation and engagement
A self-determination theory perspective
Bibliographic Data
| ID | 21282965 |
|---|---|
| Authors | Zhiyong Li (0000-0003-3237-4317, Tianjin University of Commerce), Zhanbin Wang (0000-0001-7466-7754, Tianjin University of Commerce, corresponding author) |
| Year | 2026 |
| Volume | 265 |
| Pages | 106712 |
| Publication date | 2026-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2026.106712 |
| PMID | 41861724 |
| OpenAlex | W7138925255 |
| Language | EN |
| References cited | 28 |
Grounded in Self-Determination Theory (SDT), this research delves into the effectiveness of integrating process drama into the flipped classroom model to enhance learners' motivation and engagement in an English as a Foreign Language (EFL) speaking course. A mixed-methods study was carried out on 67 first-year English majors over an 8-week experiment. The experimental group underwent drama-based flipped teaching, while the control group received traditional teaching. Subsequently, semi-structured interviews were conducted with 16 students and one course lecturer. Quantitative findings revealed that the combination of process drama and the flipped classroom significantly boosted learners' motivation, as well as their behavioural, emotional, and cognitive engagement, with large effect sizes. Qualitative results indicated that both students and the teacher perceived that the integrated teaching model satisfied students' needs for autonomy through "the freedom of script creation", their needs for competence via "the authentic, low-risk language practice", and their needs for relatedness through "the social bonding". This study empirically validates the efficacy of the drama-based flipped classroom model within the context of Chinese EFL teaching and learning. It also offers practical implications for EFL instruction and establishes a foundation for future research on drama-integrated flipped teaching
Autonomy · Competence (human resources) · Drama · English as a foreign language · Flipped Classroom · Flipped learning · Foreign language · Grounded theory · Perspective (graphical) · EFL/ESL Teaching and Learning · Innovative Teaching Methods · Second Language Learning and Teaching
Engagement in language learning
Withdrawing From School
Flipping the classroom for English language learners to foster active learning
Intrinsic and extrinsic motivation from a self-determination theory perspective
School Engagement
Digital support for student engagement in blended learning based on self-determination theory
Evaluating academic motivation among Chinese secondary EFL learners
Why stories matter
Spread of English across Greater China
Motivation and second language acquisition
Flipped Learning in the English as a Foreign Language Classroom
Design-Based Research
Inverting the Classroom
Using thematic analysis in psychology
Intrinsic and Extrinsic Motivations
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Unpacking Chinese EFL Students' Academic Engagement and Psychological Well-Being
| Highly cited | No |
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