Gezmişa, Nejla2025-01-212025-01-2120201305-578Xhttps://doi.org/10.17263/jlls.759249https://search.trdizin.gov.tr/tr/yayin/detay/395047https://hdl.handle.net/20.500.12587/22424The purpose of this study is to identify in which stage/stages of the Process Writing Approach students havedifficulties most. This posttest-experimental study was applied to the 50 first-year students studying EnglishTranslation and Interpreting. The students were expected to produce an essay with the help of the Process WritingApproach at the end of the procedure. Their essays were assessed with a checklist prepared by the researcheraccording to the steps of the approach. At the end of the analysis, it is found that the students have success in theapplication of the approach in their writing class. Furthermore, it is seen that the students have difficulties in theapplication of the second stage, drafting, of the approach. The Process Writing Approach is a difficult and timeconsuming approach in writing. It is found in this study that drafting and revising are problematic stages forundergraduate students. Thus, it is thought that it will be better for teachers to warn students to prepare enoughbefore the production stage. Also, having separate lectures on the organization of paragraphs before the applicationof the approach will be useful for students.© 2020 JLLS and the Authors - Published by JLLS.eninfo:eu-repo/semantics/openAccessEğitimEğitim AraştırmalarıArticle16256557910.17263/jlls.759249395047