Motivation and engagement

Abstract

This article investigates the effects of process drama on motivation and engagement in adult English as a Foreign Language (EFL) learning, utilising the Common European Framework of Reference for Languages (CEFR) for course design while considering its emphasis on social agency and existential competence development, as well as drawing on affective perspectives on language learning, and the Self-Determination Theory (SDT). Using a mixed-methods, pre–post experimental design, 38 adult students participated in either a process drama-based- or a communicative six-week B2.1 EFL course. Both groups reported comparable increases in motivation and engagement, highlighting the importance of collaboration through engaging tasks and meaningful interaction in non-threatening learning environments. However, qualitative findings reveal distinct drivers of engagement and motivation. The communicative group experienced learning as more cognitively guided as well as discussion- and question-oriented, whereas the drama-based group’s focus was more participation-centred with positive affective experiences. The findings suggest that these affective learning experiences support intrinsically motivated engagement which could foster long-lasting effects. Longitudinal research is required to examine whether these positive affective factors translate into sustained engagement and motivation over time.