A Theoretical Teacher-Supported PBL Model for Arab EFL Writers: Balancing Creativity and Structured Linguistic Resources

Abstract

This article introduces a hybrid framework to the writing instruction that blends core principles of Problem-Based Learning (PBL) with targeted direct nstruction, 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 overreliance 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.