Abstract
This study investigates the impact of project-based learning (PBL) strategies on high school students' motivation to learn academic writing. Employing a mixed-methods approach, the research spanned two weeks. Quantitative data was collected using. Kempler's (2006) adaptation of the Internal Motivation Measurement Survey. Qualitative data was gathered through an open-ended questionnaire exploring intrinsic motivation, extrinsic motivation, and self-efficacy components. Descriptive analyses were conducted on motivation and self-efficacy measures. The findings revealed a lack of motivation among students in their traditional academic writing class, suggesting a need for pedagogical change to enhance student engagement. Additionally, interviews and classroom observations highlighted the importance of careful design and planning when implementing PBL strategies in an academic writing course.
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