Students’ writing problems have become one of the first and foremost issues in writing classrooms and how to improve students’ writing performance is always a primary concern of most high school teachers of English. Therefore, the purpose of this study is to investigate the common written errors on students’ writing essays and to see whether the process approach enhances EFL students’ writing performance in terms of fluency and accuracy. The target subjects are sixty grade, twelve students of the two classes, at Huynh Man Dat (HMD) High School, in Kien Giang province. Data collection was from pre-tests, post-tests, questionnaires, and word-count from all essays of students to measure their writing performance. The study indicates that the experimental group attained a significant improvement in the post-test results due to the treatment of the process approach, which lasts for fourteen weeks. Additionally, the findings from questionnaires confirmed that the students expressed positive attitudes towards the process writing approach and showed a high appreciation for its effects. The outcomes of the current study are the affirmation of a new and innovative teaching approach, new opportunities for students, and a new role for the teacher.
Keywords: writing approach; writing fluency; writing accuracy; common errors.
