الصوتيات
Volume 21, Numéro 2, Pages 79-98
2025-12-05
A Theoretical Teacher-supported Pbl Model For Arab Efl Writers: Balancing Creativity And Structured Linguistic Resources
Authors : Sari Selma .
Abstract
This article introduces a hybrid framework to the writing instruction that blends core principles of Problem-Based Learning (PBL) with targeted direct instruction, customized for Algerian universities. The approach tackles the limited implementation of PBL in writing classes. It aspires to blend authentic, problem-solving tasks with explicit and guided teaching instruction, classroom discussion and, collaboration to nurture students’ creative and critical thinking abilities. Additionally, the model introduces a «linguistic bank»to equip the students with topic-relevant vocabulary and structure to foster their linguistic competence and restrain their over-reliance on direct translation, a common challenge among Arab learners that affect the accuracy and quality of their writing, creating a framework that promotes autonomy, creativity and relevance while preserving necessary scaffolding. Despite not being empirically tested, it puts forward a structured approach that integrates PBL into writing instruction, laying the foundations for further research about classroom implementation and potential effectiveness.
Keywords
PBL ; Writing Instruction ; Linguistic performance ; Creativity ; Hybrid approach
Les articles similaires
Nasri Chahira
.
Saou Kenza
.
pages 332-341.
Kellil Mountassar Billah
.
Khelalfa Nawal
.
pages 320-329.
Boukhelouf Athina
.
pages 60-74.
Hamdoud Amina
.
pages 446-460.
