Effects of using adjunct model of content-based instruction on students' technical report writing performance

This study aimed to investigate effects of adjunct model of content-based instruction on EFL students' technical report writing performance. A quasi-experimental design was employed to attain the main objective of the study. It included sixty-four mechanical engineering students in the control group (31) and experimental group (33). The experimental group participants were taught technical report writing skills using adjunct content-based instruction, and the control group participants were taught the same lesson through the conventional method for eight weeks. Writing tests and interviews were employed to collect the data. One-way MANOVA was applied to analyze the data collected using the tools. The findings revealed that the students participated in the adjunct EFL program outperformed the ones who were instructed through the conventional approach. They improved their skills of writing task achievement, cohesion and coherence, lexical resource, and grammatical range and accuracy significantly. The result also showed that the experimental group students had positive perceptions about adjunct content-based instruction in learning technical report writing. Based on the findings, it was recommended that adjunct content-based instruction could be incorporated into teaching technical report writing at colleges and universities.