ABSTRACT : Developing the potentials of the EFL students to write English in the best possible way possible, has always been challenging to the EFL researchers and classroom practitioners of English. It goes without saying that traditionally recognized work assignments have had limited success in the writing skill stage for the vast majority of the students because they concentrate on the final results and do not focus on the writing process. Consequently, achieving better results in teaching English writing and developing the students' writing competence, while getting the students engaged in the educational process, remain a strenuous task for the teachers of English. The present study aims to investigate an authentic, systematic and influential method of exposing EFL students to writing tasks. To this end, the process approach, which involves reflection, as an important critical thinking method, can be used as a teaching aid, and a crucial aspect of teaching the writing skill of the English language. Furthermore, the technique of using the reflective methods as a collaborative group activity was added to this research to improve the expected outcome. In implementing the previous method on a writing task, 45 intermediate EFL learners studying at a school and learning the same government curriculum, were selected to participate in this study. They were assigned to three groups: group 1, control group, was taught through the conventional method (using school textbooks, board and cassette or CD player), group 2, an experimental group, was taught writing through individual process methods and strategies of teaching and group 3, an experimental group, was taught through group process methods and strategies of teaching. Pre and posttests were administered at the beginning and at the end of the study. The collected writings were graded by three assessors using rubrics validated by three professors. The researcher used: (1) writing tasks (2) open ended questionnaire (3) interview to collect the data.