This paper presents how EFL college students perceive the PBL (Problem-Based Learning) in their English general courses as well as to what extent students' writing abilities have improved. For this study, 80 students from two classes in the general English course called English Reading and Discussion participated. The writing ability from personal writing and collaborative writing through PBL activities were compared and analyzed for the quantitative analysis. Then the survey and their reflective journals were included for data collection for the qualitative analysis. The results will be presented in the conference.