The Relationships among Project-Based Learning, Critical Thinking, and Students’ English Writing Proficiency: A Mixed-Methods Study
DOI:
https://doi.org/10.35445/alishlah.v18i3.9689Keywords:
critical thinking, project based learning, Difficulty in English Writing skillsAbstract
Writing proficiency requires both linguistic competence and higher-order reasoning, yet many Indonesian EFL students experience difficulties in developing ideas, organizing arguments, and expressing them coherently. This study examined the relationships among Project-Based Learning (PjBL), critical thinking, and English writing proficiency among Grade X students in Serang Regency, Indonesia. An explanatory sequential mixed-methods design was employed, with a quantitative correlational phase followed by qualitative inquiry. The quantitative phase involved 330 students selected from a population of 1,887 using the Slovin formula. Data were analyzed using Pearson correlation and multiple linear regression, while interview data were thematically analyzed using NVivo. PjBL was positively associated with writing proficiency (r = .756, p < .01), as was critical thinking (r = .760, p < .01). Both variables significantly predicted writing proficiency, with PjBL (t = 6.60, p < .001) and critical thinking (t = 7.58, p < .001); the model explained 76.8% of the variance (R² = .768, F = 161.13, p < .001). Qualitative findings showed that PjBL provided an authentic and collaborative context for generating and refining ideas, while critical thinking supported analysis, evidence evaluation, and logical argumentation. Time, resource, teamwork, and evidence-related challenges constrained these processes. Overall, PjBL and critical thinking were complementary factors associated with writing proficiency. The findings suggest that writing instruction should integrate authentic project-based inquiry with explicit critical-thinking tasks to help students generate, evaluate, and organize evidence-based arguments, supported by structured scaffolding and collaborative guidance.
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