Abstract
This study aims to evaluate the effectiveness of a teaching-learning model that focuses on revising report introductions to enhance academic writing skills. Devel oped as an interactive activity grounded in various pedagogical theories, this model was analyzed for its influence on student proficiency in academic writing. The investigation focused on identifying changes in both the control and experimental groups enrolled in a writing course tailored for international students at S Univer sity during the first semester of 2022. Text coherence, topic structure, and genre adaptation were examined by analyzing 21 sets of initial and revised introductions from the control group and 25 sets from the experimental group. The findings revealed noticeable fluctuations in the composition of both groups following the rewriting process, with the experimental group exhibiting a marked enhancement in conveying essential themes. These results suggest the potential utility of this instructional approach in enhancing academic writing skills among foreign college students, offering valuable insights for future educational practices and evaluation methodologies.
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