Enhancing Thai Undergraduates’ Writing and Critical Thinking through Problem-Solving Tasks and the PIMPORN Model

Abstract

It is challenging to help EFL students express their ideas, especially in writing. Previous studies have highlighted the importance of task-based learning and critical thinking in writing instruction. However, fewer studies have looked at how structured teaching methods that combine problem-solving tasks and group work can improve both writing skills and critical thinking. This study examines the effectiveness of the PIMPORN Instructional Model (PIM). This model uses problem-solving tasks, collaborative discussions, and feedback to support learning. Three research questions are explored, which are (1) how the PIMPORN model affects Thai undergraduate students’ English writing performance, (2) how it influences their critical thinking skills, and (3) what specific writing and reasoning abilities are developed through the instructional process. The study used a mixed-methods design with 9 English majors enrolled in an academic writing course at a university in northern Thailand. The researchers collected data through opinion essays given before and after the training, questionnaires, and group reflection activities. The results showed improvements in writing performance (t(8) = 5.52, p < .001, and critical thinking scores (t (8) = 4.40, p = .002, with Cohen’s d = 1.84 and 1.47). The qualitative reflections indicated that working on tasks and collaborating helped students improve their skills in organizing arguments and in reflective thinking. The findings suggest that the PIMPORN Instructional Model is an effective way to integrate writing instruction with the development of critical thinking in EFL higher education.