The Effectiveness of the REACT Strategy in Developing Creative Writing and Achievement Motivation in the Arabic Language among Eleventh-Grade Academic Students

Abstract

This study aimed to investigate the effectiveness of the REACT strategy in developing creative writing skills and achievement motivation in the Arabic language among eleventh-grade academic students. To achieve the study objectives, a quasi-experimental approach was employed using a pretest–posttest design with two groups: an experimental group and a control group. The study sample consisted of 50 eleventh-grade academic students from Mobis Secondary School for Boys, affiliated with the Ain Al-Basha Directorate of Education, during the second semester of the 2025/2026 academic year. The school was selected purposively, and two intact classes were randomly assigned to either the experimental group, which was taught using the REACT strategy, or the control group, which received instruction through the conventional teaching method, to collect the data, a Creative Writing Test was developed to assess four dimensions: fluency, originality, flexibility, and writing mechanics. An observation rubric was also designed to score and evaluate students' writing performance. In addition, an Achievement Motivation Scale consisting of (37) items distributed across four domains—aspiration and self-actualization, perseverance and responsibility, challenge and initiative, and planning and organization—was developed, the findings revealed statistically significant differences between the mean scores of the experimental and control groups on both the Creative Writing Test and the Achievement Motivation Scale in favor of the experimental group, indicating the effectiveness of the REACT strategy, Based on these findings, the study recommends integrating the REACT strategy into Arabic language instruction because of its positive impact on enhancing students' creative writing skills and achievement motivation.