INTEGRATING STEM APPROACH IN DEVELOPING EFLSTUDENTS’ ACADEMIC WRITING SKILLS:METHODOLOGICAL FRAMEWORKS AND PRACTICALAPPLICATIONS

Abstract

: This study investigates the efficacy of integrating Science, Technology,
Engineering, and Mathematics (STEM) approaches into English as a Foreign Language (EFL) classrooms to enhance university-level students' academic writing skills. While traditional writing instruction often treats composition as an isolated linguistic exercise, the STEM-EFL synthesis redefines writing as a cognitive, problem-solving process embedded in real-world contexts. Over an 18-week semester, a mixed-methods quasiexperimental research design was implemented with 120 undergraduate EFL students
divided into a control group (traditional product-oriented writing instruction) and an experimental group (STEM-integrated project-based writing instruction). Quantitative data from pre- and post-tests were analyzed using paired and independent samples ttests, while qualitative insights were gathered via semi-structured interviews and student
portfolios. The results demonstrate a statistically significant improvement in the experimental group's writing proficiency, particularly in the dimensions of logical coherence, structural organization, argumentative argumentation, and lexical precision. Furthermore, qualitative analysis revealed a marked increase in students' critical thinking, collaborative competence, and technological literacy. The paper concludes with actionable pedagogical frameworks and structural recommendations for curriculum designers aiming to modernize EFL writing instruction through interdisciplinary methodologies