Enhancing Thai undergraduate students' English writing and critical thinking skills through problem-solving tasks and PIMPORN instructional model (PIM)

Phimpawee Treesorn; Khomkrit  Tachom

doi:10.62819/jel.2026.2121

Authors

Phimpawee Treesorn Doctor of Philosophy Program in English, School of Liberal Arts, University of Phayao, Thailand
Khomkrit Tachom Department of English, School of Liberal Arts, University of Phayao, Thailand

DOI:

https://doi.org/10.62819/jel.2026.2121

Keywords:

collaborative learning, critical thinking, EFL writing, problem-solving tasks, task-based language teaching

Abstract

It is challenging to help Thai undergraduate students express their ideas clearly and effectively in English 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. A research question is how the PIMPORN Instructional Model affects Thai undergraduate students’ English writing performance and their critical thinking skills. The study used a quantitative method 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 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.

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