<![CDATA[Developing students' critical thinking has become an important objective of English writing instruction, yet previous studies on Problem-Based Learning (PBL) have primarily emphasized its effectiveness rather than explaining how critical thinking develops through students' learning experiences. This study explored students' learning experiences of developing critical thinking during PBL-based writing instruction. A descriptive qualitative design was employed involving 33 fourth-semester midwifery students enrolled in an English course at Universitas Citra Bangsa. Data were collected through semi-structured interviews with eight volunteer students and a self-reflection questionnaire completed by 33 participants. The data were analysed using Clarke & Braun’s thematic analysis and triangulated across the two data sources. Four interrelated themes emerged: (1) authentic problems transformed writing into meaningful learning, (2) collaborative inquiry expanded students' ways of thinking, (3) evidence-based writing fostered critical thinking, and (4) reflection supported continuous improvement in writing. These themes were not isolated experiences, but a sequential pedagogical mechanism through which students gradually developed critical thinking during the writing process. The results contribute to the PBL literature by providing an account of how critical thinking develops through students’ lived learning experiences, rather than in terms of a measurable learning outcome. The study also points out the value of incorporating authentic problems, collaborative inquiry, evidence-based argumentation, and reflection in EFL writing instruction.]]>
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