The Effects of Content-Based Instruction (CBI) on College Students' Writing Competence

Abstract

This study explores the impact of Content-Based Instruction (CBI) on enhancing college students' English writing skills. The goal was to investigate how integrating subject content into language learning can improve both linguistic ability and academic writing proficiency. An action research approach was used, with data collected through questionnaires and writing tests. One hundred and twenty freshmen from a local university in Changchun participated. The findings showed that CBI significantly improved students' overall writing skills, particularly in areas such as text coherence and organization. By engaging with authentic, content-driven tasks, students demonstrated improved ability to structure their writing according to Western academic conventions. This process helped students shift from native language (L1) thinking patterns to the more linear, logical writing structures common in English academic discourse. Additionally, CBI had a positive impact on students' writing attitudes and strategies. Students reported greater confidence in their writing, with improvements in self-assessment and revision skills. They also developed a broader range of writing strategies, including outlining and peer review, which helped reduce common writing difficulties such as structural confusion and writer's block. Overall, CBI proved effective not only in enhancing students' linguistic skills but also in fostering cognitive flexibility, preparing them for academic writing challenges.