ENHANCING CRITICAL THINKING SKILLS THROUGH PROJECT-BASED LEARNING IN EFL WRITING CLASSES

Abstrak

This study aims to examine the enhancement of students’ critical thinking skills through the implementation of Project-Based Learning (PBL) in English as a Foreign Language (EFL) writing classes. The study was motivated by the observation that many EFL learners struggle to construct arguments, evaluate information, and organize ideas logically in academic writing. A qualitative descriptive design was employed, involving 30 senior high school students as participants. Data were collected through classroom observations, analysis of students’ written products, reflective journals, and semi-structured interviews. The findings revealed that PBL significantly improved students’ critical thinking skills. Students demonstrated greater ability to analyze issues, select credible sources, synthesize information, and present logical, evidence-based arguments. Collaborative activities within PBL encouraged deeper discussions, exchange of ideas, and evaluation of multiple perspectives, thereby strengthening higher-order thinking. Additionally, students developed heightened metacognitive awareness through project planning, decision-making, and reflective practices. Despite these benefits, some initial challenges were identified, including difficulties in time management and adapting to increased learner autonomy. Overall, the study concludes that PBL is an effective instructional approach for fostering critical thinking in EFL writing classes. It is recommended that PBL be integrated into English curricula more broadly to support students’ cognitive, linguistic, and academic development.