This paper presents a case study of developing a blended reading program for Korean EFL middle school students using a process drama methodology to generate intrinsic motivation to read, improve reading comprehension and language fluency, and foster twenty-first-century skills such as creativity, communication, and cooperation. For the development of the reading program, a needs analysis was conducted using student questionnaires and diagnostic tests. From results of the needs analysis, sample lessons were designed based on the process drama methodology following its planning principles and strategies. Based on feedback from teachers and students after piloting the sample lessons, the blended reading program was finalized. The proposed blended reading program is expected to help Korean EFL middle school students build a positive attitude toward reading English books and develop reading comprehension, language fluency, and 21st-century core competencies. It will also encourage English teachers to use innovative teaching methods in English education.

1. INTRODUCTION
2. THEORETICAL BACKGROUND
    2.1. Process Drama and Four Language Skills
    2.2. Process Drama and Reading Comprehension Strategies
    2.3. Process Drama and Twenty-First-Century Skills
3. CURRICULUM DESIGN
    3.1. Needs Analysis
    3.2. Materials Development Using Process Drama
    3.3. Developing the First Draft of Sample Lessons
    3.4. Reviewing and Piloting
4. CURRICULUM DEVELOPMENT
    4.1. Overview of a Reading Program
    4.2. Curriculum Aims and Objectives
    4.3. Syllabus Design
5. COURSE ASSESSMENT
6. CONCLUSION AND SUGGESTION

• Hye-Young Lim(Graduate Student, Department of English Education, International Graduate School of English)
• Hae-Ok Park(Department of English Education, International Graduate School of English) Corresponding Author