Abstract: For many students, academic language can be seen as a foreign or second language (Boel, 2018). This article is based on the findings of a study on the effect of writing support on the low academic ability of students in higher education. In order to be able to make a rational statement, both qualitative and quantitative data have been collected. The quantitative data was obtained from an online questionnaire and the qualitative data from focus group discussions. The transcripts of the interviews showed that the respondents succeeded in working according to the five-phase model and that the writing guides provided are a useful tool for academic writing. The applied learning activities enabled the students to develop or sharpen their writing skills. The focus group discussions also showed that giving and receiving critical feedback also contributed to academic writing skills. With the implementation of the intervention, the workability and applicability of the process-based approach to writing has been proven.