Interactive dynamic literacy in the EFL classroom: Students’ perceptions of a problem-based writing approach using a graphic organizer

Abstract

Developing effective writing proficiency continues to pose significant difficulties for EFL learners, often stemming from limited engagement, inadequate scaffolding, and traditional teacher-centered approaches. Thus, this present mixed-methods study explores how students perceive the restructured Interactive Dynamic Literacy Model (IDLM)-driven Problem-Based Learning (PBL) framework, scaffolded by graphic organizers, to cultivate interactive literacy and advance students’ writing development. Using a mixed-methods approach, data were systematically gathered over a four-week implementation involving 25 university EFL students through a validated Likert-scale questionnaire and semi-structured interviews. The quantitative findings showed generally favorable perceptions of the instructional model (overall M = 3.36), especially regarding the learning syntax, reaction principles, and the instructional impact. The scale’s reliability coefficient (Cronbach’s α = 0.625) falls within an acceptable range for instruments used in exploratory measures capturing multiple perception constructs. The thematic analysis of interview data further illuminated how the redesigned instructional model facilitated learning, supported students' cognitive engagement, idea generation, collaborative inquiry, and constructive use of feedback. Even so, the analysis also revealed persistent challenges, including group dynamics, inconsistent use of assessment tools, and limitations in the instructor’s ability to provide equitable real-time guidance. Integrating both data strands, the study demonstrates that the IDLM-based PBL framework with graphic organizer support fosters a supportive, engaging, and socially interactive environment that promotes writing development, while also revealing the need for differentiated scaffolding and adaptive instructional practices to address diverse learner needs. Implications for writing pedagogy, curriculum development, and avenues for further inquiry.