Wienda Gusta, Mukhaiyar Mukhaiyar, Nurhizrah Gistituati, Zakirman Zakirman
Purpose – This study modeled the impact of digital problem-based learning and group investigation (PBL-GI) instruction on argumentative writing performance, examining the mediating roles of critical thinking, writing self-efficacy and student engagement. Design/methodology/approach – A cross-sectional survey design employed structural equation modeling with 724 Indonesian English as a Foreign Language (EFL) university students who completed validated instruments measuring all constructs. Writing performance was assessed through standardized argumentative essay tasks scored by trained raters. Findings – The structural model demonstrated excellent fit (comparative fit index (CFI) = 0.95, root mean square error of approximation (RMSEA) = 0.030) and explained 67% of variance in writing performance. Digital PBL-GI instruction showed significant direct effects on writing performance (ß = 0.34, p < 0.001) and strong indirect effects through critical thinking (ß = 0.19), writing self-efficacy (ß = 0.20) and engagement (ß = 0.16). The total effect was substantial (ß = 0.75). Research limitations/implications – Findings support constructivist learning theory and demonstrate that integrated pedagogical approaches with digital technologies enhance writing through multiple psychological pathways. Practical implications – The study provides empirical evidence for implementing digital PBL-GI instruction in EFL writing curricula, highlighting the importance of simultaneously addressing cognitive and affective dimensions in writing pedagogy. Originality/value – The study’s unique contribution lies in its comprehensive integration of instructional variables with psychological mediators through advanced statistical modeling, providing the first large-scale structural analysis of these relationships in EFL writing contexts. The practical implications suggest that effective writing instruction must move beyond traditional approaches toward student-centered, problem-based methodologies that leverage digital technologies while simultaneously addressing cognitive, metacognitive and affective dimensions of learning. © 2025 Emerald Publishing Limited
Department of Educational Sciences, Universitas Negeri Padang, Padang, Indonesia; Universitas Negeri Padang, Padang, Indonesia; Universitas Terbuka, Tangerang Selatan, Indonesia
