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. • Process drama was integrated into the flipped EFL classroom. • EFL learners' motivation and engagement levels were improved. • The flipped model met learners' needs for autonomy, competence and relatedness.
Li et al. (Thu,) studied this question.