Student motivation is widely acknowledged as a critical factor in ensuring effective pedagogical delivery and is an essential prerequisite for successful learning processes. However, the demotivation among EFL pre-service teacher undergraduates within the flipped classroom environment poses some instructional hurdles. This study aimed to investigate the effectiveness of instructional intervention on students’ motivation within the flipped classroom context. For this purpose, ‘All Eyes on the Final Product’ intervention project variant under the Directed motivational currents framework was adopted in this study to conduct a quasi-experiment in an English education course at a Chinese tertiary institution. The participants comprised 71 third-year pre-service teacher undergraduates of experimental and control groups. The effectiveness of the intervention on students’ motivation in flipped classroom was measured by Directed motivational currents questionnaire. Data analysis applied descriptive statistics, Independent-samples t test and Wilcoxon rank-sum tests. The results showed that after four weeks of intervention, students’ motivation of experimental group outperformed than that of control group within the flipped classroom context.

Lan Yu. Fostering EFL Pre-service Teacher Students’ Motivation in Flipped Classroom: The Lens of Directed Motivational Currents Framework. International Journal of New Developments in Education (2024), Vol. 6, Issue 5: 8-13. https://doi.org/10.25236/IJNDE.2024.060502.

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