Quite a few research studies have been conducted to investigate whether the writing process approach has any effects on students’ writing quality in higher education. However, few studies have been conducted at a talented high school in a remote area in Vietnam to see whether it works in the same manner where students’ writing skills in paragraph levels were very low. The purpose of this study is to examine the effects of the process approach on enhancing EFL students’ writing performance in terms of fluency and accuracy. The target subjects were from grade twelve, Huynh Man Dat (HMD) High School at Kien Giang City, Vietnam. Sixty students from the control and experimental groups enrolled in this course as a normal curriculum of the school. The research instruments are the writing tasks, used as the pre-test and post-test. Data collection was from pre-tests, post-tests, and word-count from all essays of students to measure their writing fluency. Pre-tests and post-tests were compared to see if there were any differences in writing performance between the two groups. The students’ writing performance was evaluated using analytical scoring on the composite scores and the two aspects of writing which are fluency and accuracy. The results of the study set lights to teachers at HMD high school to consider to use this effective approach in their writing classrooms.