This article reports a teaching project for the purpose of improving the citation ability of second language (L2) graduate students in academic writing through concept-based language instruction (C-BLI). "Citation" here refers to writers' use of external sources in their own writing, which is an important and unique feature of academic writing. However, developing the ability to use citation appropriately and effectively is a difficult process for many L2 novice writers of English. This study attempts to apply C-BLI in the teaching of citation in order to observe whether it is effective in bringing about changes in the perception and performance of novice academic writers in terms of their use of citation forms and functions. The teaching focused on citation types and functions with creatively designed SCOBAs (schema for complete orienting basis of an action) and activities. To examine the pedagogical impact of C-BLI, we administered four measurements: questionnaire, interview, test, and revision of previously written research proposals. The four types of data were collected before and after the teaching sessions. Comparative analyses identified positive evidence that indicates the occurrence of changes in the students' understanding of the complexity of the citation concept as well as their improved practice in the use of citations.