Writing is an essential skill for students' academic achievement, although it is defined as a complex activity that remains a major challenge for many students at the university level. This study aims to: 1) analyze the needs of undergraduate students majoring in English in learning writing skills; 2) identify the lack of existing writing instruction models used by lecturers; and 3) describe a framework for developing a learner autonomy-based writing instruction model. This study applied design-based research and the subjects were students majoring in English and lecturers for writing courses from three universities. Research data were obtained using questionnaires, an interview guide, and observation sheets. Data analysis was carried out qualitatively and quantitatively. There are several findings in this study. First, in general, the needs of students majoring in English to learn writing skills are to support their current learning process and their future work. Second, it is found that the existing teaching plan still needs some improvement in terms of the use of teaching strategies, writing activities, learning materials, and assessment. Third, in the context of autonomous writing learning and the genre-process approach to teaching writing, the learning model developed is the Learner Autonomy-based Writing Instruction Model, based on these two main theories. It consists of four learning stages, namely brainstorming ideas, exploring details, sharing ideas, and trying your writing, with the integration of some ICT tools to support the learning process.