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This research aims to evaluate how integrating process drama into the flipped classroom affects learner motivation and engagement in EFL settings.

March 21, 2026Acta PsychologicaOpen Access

Incorporating process drama into the flipped classroom to enhance learner motivation and engagement: A self-determination theory perspective

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This research aims to evaluate how integrating process drama into the flipped classroom affects learner motivation and engagement in EFL settings.
Mixed-methods approach involving quantitative and qualitative data
Participants included 67 first-year English majors over an 8-week period
Experimental group received drama-based flipped instruction, while the control group experienced traditional teaching
Semi-structured interviews conducted with 16 students and one lecturer
Significant increases in learner motivation and engagement observed in the experimental group
Quantitative data indicated large effect sizes for motivation and engagement metrics
Qualitative feedback revealed fulfillment of students' needs for autonomy, competence, and relatedness

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Mixed-methods study shows process drama improves engagement in EFL learners, suggesting effective teaching strategies.

Li et al. (2026) studied this question.

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