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This study explores the DT and PjBL to enhance creative, collaborative, and critical writing skills among EFL learners․ A post-test-only quasi-experimental design was employed, involving 65 students from an English Education Program, aged 20 to 22, divided into three groups: DT, PjBL, and a integration of both․ The instruments used to evaluate creative, collaborative, and critical writing skills were thoroughly validated for reliability, demonstrating good convergent validity and internal consistency․ Additionally, Cronbach's alpha confirmed high reliability across all constructs, ensuring an accurate assessment of the participants' writing proficiency․ Data analysis was carried out using MANCOVA, with writing literacy as a covariate to control for variability in individual differences․ The results indicate that integrating DT and PjBL significantly improves writing performance across all skill categories, with the combined approach yielding better outcomes than the individual application of each approach․ This study highlights the effectiveness of integrating DT and PjBL in fostering deeper engagement, critical thinking, and innovation in writing, while preparing students for real-world challenges․ These findings suggest that the integrated approach offers a comprehensive framework for improving EFL writing instruction, with the potential for broader implementation in various educational settings.

ltrq.2024.45.09.pdf

Original Research 

ltrq.2024.45.09 .xml

Integrating Design Thinking (DT) and Project-Based Learning (PjBL) with Writing Literacy for Advancing Creative, Collaborative, and Critical Writing Skills among EFL Learners