Abstract

Constructing well-reasoned arguments and engaging in critical thinking are essential for academic success. However, many international tertiary students in Malaysia struggle with these skills due to prior exposure to rote-learning pedagogies, which often fail to develop higher-order thinking abilities. This highlights the need for more interactive and student-centered approaches. Problem-Based Language Learning (PBLL) offers a promising alternative by engaging students in real-world, collaborative problem-solving tasks that encourage deeper cognitive processing. Therefore, this study investigates the effects of PBLL on the critical thinking skills of international tertiary students in a writing course in Malaysia. The study employed a pretest–posttest experimental design with an experimental group (PBLL) and a control group (traditional instruction). A total of 40 international students participated, with 20 assigned to each group through random sampling. Data were collected using the Cornell Critical Thinking Test Level Z. Independent t-test, MANOVA, and regression analyses were conducted to examine the effect of PBLL on critical thinking skills. The results revealed that PBLL had a significant positive effect on critical thinking skills (F = 140.152, p < .001, R² = .574). Regression analysis further confirmed PBLL as a significant predictor of critical thinking performance (B = 1.132, t = 11.839, p < .001), indicating that students in the PBLL group demonstrated substantially higher critical thinking gains than those in the control group. These findings suggest that PBLL is an effective pedagogical approach for enhancing critical thinking skills among international tertiary students. It promotes active learning, collaboration, and deeper cognitive engagement, offering a meaningful alternative to traditional instruction. The study concludes with implications for curriculum design and future research.