Achievement Goal–Driven Writing Strategy Instruction Model (AGDW-SIM): A Motivation-Integrated Innovation in Technical Writing Pedagogy
DOI:
https://doi.org/10.65339/ijsair.V2.I2.515Keywords:
Achievement Goal Orientation, Writing Strategies, Technical Writing, Instructional Innovation, Motivation, AGDW-SIMAbstract
This study presents a pedagogical innovation in technical writing instruction through the development of the Achievement Goal–Driven Writing Strategy Instruction Model (AGDW-SIM), which integrates Achievement Goal Theory into stage-based writing strategy instruction. Using a quantitative correlational research design, the study examined the relationship between achievement goal orientations and writing strategy use among 121 third-year Bachelor of Food Processing and Technology students enrolled in a technical writing course. Data analysis revealed moderately high levels of achievement goal orientation (M = 3.46) and writing strategy use (M = 3.53). Pearson correlation analysis showed a strong and significant relationship between achievement goals and writing strategies (r = 0.767, p < .001). Among the goal orientations, performance-approach goals demonstrated the strongest association with writing strategies, followed by mastery goals, while performance-avoidance goals showed moderate but significant relationships. Based on these findings, the Achievement Goal–Driven Writing Strategy Instruction Model (AGDW-SIM) was developed as a learner-centered and motivation-responsive instructional framework that aligns students’ motivational dispositions with explicit writing strategy instruction across pre-writing, during writing, and post-writing stages. The study contributes to the advancement of innovative and inclusive educational practices aligned with the United Nations Sustainable Development Goal 4 (Quality Education) by promoting effective, strategy-based, and motivation-responsive instruction that enhances students’ engagement and performance in technical writing.
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