An Investigation into the Impact of the Flipped Classroom on Intrinsic Motivation (IM) and Learning Outcomes on an EFL Writing Course at a University in Saudi Arabia Based on Self-determination Theory (SDT)

Previous studies have demonstrated the positive impact of blended learning (BL) on English as a foreign language (EFL) writing courses. However, enhanced BL using a flipped classroom still needs to be explored. This study develops a flipped approach through the use of videos on an EFL writing course and explores its impact on EFL learners’ intrinsic motivation (IM) and learning outcomes. The research questions identified for the present study are: 1. What is the impact in terms of learning outcomes and intrinsic motivation (IM) of implementing the flipped classroom approach, in comparison with the non-flipped approach, on the English writing skills of EFL learners? 2. In both approaches, what is the relationship between on the one hand, the supporting environment offered and on the other, the satisfaction of basic psychological needs, IM and learning outcomes? 3. What is the relationship in the two approaches between IM and learning outcomes? 4. How do the learners perceive the supporting environment provided by the flipped classroom, in comparison with the non-flipped approach? The present research was conducted with 55 female undergraduate EFL learners in the Kingdom of Saudi Arabia (KSA). Two writing classes were selected: one to receive flipped classroom teaching through the use of videos (n=24) and the other, non-flipped teaching (n=31). An experimental design was implemented using a mixed-method approach. Meanwhile, the design of the flipped classroom was underpinned by Sociocultural Theory (SCT). Six participants per group were subsequently interviewed, with diaries being collected weekly from four participants per group. One week of online interaction (via wikis) was extracted for the flipped classroom group (FCG), while both groups undertook pre- and post-writing tests and completed pre- and post-questionnaires. This study used Deci and Ryan’s (1985) self-determination theory (SDT) to construct the conceptual framework. The analysis revealed that the FCG developed their writing outcomes and IM. They also satisfied their psychological need for a sense of competence, relatedness and autonomy to a higher degree than the non-flipped group (NFG). A positive correlation was found between IM and learning outcomes, and between learning outcomes and the supporting environment for the satisfaction of the above-mentioned psychological needs. In addition, from the qualitative data gathered, different types of support were found to be helpful for satisfying these psychological needs using the flipped approach. Several methodological and pedagogical contributions have been made by the design of the study and the flipped approach adopted. A theoretical contribution has also been made through self-determination theory (SDT). Finally, this study provides empirical evidence for policy-makers in higher education in KSA, of the need to implement the flipped classroom in EFL practice.