English academic writing is a challenging task for EFL learners. Students needsystematic and explicit guidance to improve their academic writing ability.Grammatical Metaphor (GM) is an essential resource for constructing academicdiscourse, and one of its types, nominalization, is regarded as a powerful tool forachieving formality, objectivity, lexical density , and text cohesion typical ofacademic papers. This study investigates the impact of the Teaching Learning Cycle(TLC) model on teaching nominalization and its effect on the writing proficiencyof EFL students, particularly in scientific article introductions. This study examinesthe effectiveness of the Teaching Learning Cycle (TLC) model in teachingnominalization to improve EFL learners’ writing, specifically in scientific articleintroductions. Involving 13 graduate TEFL students, the research analyzesnominalization frequency in their writing before and after TLC implementation.The results were analyzed using Bayesian t-test, which was selected due to thesmall sample size (N = 13) and the non-normal distribution of the data. The findingsindicate a significant increase in nominalization frequency, suggesting that the TLCmodel effectively enhances linguistic sophistication in students’ writing. However,limitations such as the small sample size, non-random selection, and lack of acontrol group were noted. Overall, these results highlight the potential benefits ofthe Teaching-Learning Cycle model in fostering advanced writing skills andimproving the quality of academic writing.
