This article explores the effectiveness of the process writing approach in improving students’ writing performance, particularly within the English as a Foreign Language (EFL) learning environment. The process writing model treats writing not as a one-time activity but as a cyclical process involving key stages: prewriting, drafting, revising, editing, and publishing. Unlike traditional product-oriented methods that focus solely on the final written output, this approach encourages learners to reflect, collaborate, and refine their ideas over time. The research is grounded in both theoretical analysis and empirical classroom data, highlighting the role of peer and teacher feedback, self-assessment, and writing portfolios in enhancing learners’ skills. It was observed that students using the process approach exhibited improvements in organization, idea development, coherence, grammatical accuracy, and overall writing fluency. Furthermore, the model helped reduce writing anxiety and increased learners’ confidence in expressing their thoughts in written form. The study concludes that integrating the process writing method can significantly contribute to more learner-centered, interactive, and productive writing instruction in EFL contexts.

process writing, writing skills, EFL learners, drafting and revising, student engagement, writing performance, language accuracy, instructional strategies, feedback, writing development

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