Learner perspectives on PIM-supported dilemma-based EFL writing.

Abstract

Thai undergraduate EFL learners are increasingly expected to write texts that are not only grammatically accurate but also analytically developed, logically organized, and adequately supported. This article explores learners’ perceptions of PIM-supported dilemma-based EFL writing instruction, with particular attention to dilemma-based problem-solving writing tasks, student collaboration, and teacher guidance. Although previous research has shown that task-based learning, collaborative learning, process-oriented L2 writing pedagogy, and teacher scaffolding can support writing development, less is known about how learners experience an instructional model that integrates these elements within a staged writing process. This article reports the qualitative, process-oriented strand of a broader mixed-methods classroom intervention involving nine Thai undergraduate English majors enrolled in a writing course. Data were drawn from post-questionnaire responses and a group reflection discussion. The findings indicate that learners perceived the instructional process positively. Dilemma-based problem-solving writing tasks encouraged deeper thinking before writing, student collaboration helped learners clarify prompts and expand ideas, and teacher guidance supported planning, organization, revision, and editing. However, several learners still found the transition from collaborative preparation to individual writing challenging, particularly in selecting ideas, organizing support, and composing with confidence. The findings suggest that PIM may be strengthened by adding more explicit transitional scaffolding between collaborative planning and individual composition in EFL writing instruction.