Revitalizing Writing Education: Uniting Self-Determination Theory and Project-Based Learning for Enhanced Learning Outcomes

Traditional L2 writing education frequently struggles to motivate students, resulting in diminished engagement and suboptimal learning outcomes. To address this, the current study investigates the revitalization of writing instruction by integrating Project-Based Learning (PjBL) with the motivational framework of Self-Determination Theory (SDT). The research specifically aims to uncover the psychological mechanisms—autonomy, competence, and relatedness—that underpin student success in collaborative writing environments. Adopting a qualitative case study design, data were gathered from 10 EFL undergraduate students through semi-structured interviews, reflective journals, and classroom observations, which were then analyzed using thematic analysis. Findings reveal that while PjBL robustly supports competence and autonomy through authentic tasks, the need for relatedness is often threatened by social loafing and inequitable participation. Significantly, the study identifies a "monitoring paradox," where students perceived educator oversight as an essential protective mechanism for relatedness and group fairness, rather than a hindrance to their autonomy. These insights contribute to Applied Linguistics by redefining structured teacher intervention as a vital pedagogical affordance that safeguards the socio-motivational integrity of the language learning process, offering practical strategies for more inclusive L2 writing instruction.