<![CDATA[Writing is a challenging skill for EFL students because it requires them to generate and organize ideas, use appropriate vocabulary and grammar, and maintain coherence. This study explored the lived experiences of second-semester EFL students in developing paragraph writing skills through process writing instruction at IAI Hasanuddin Pare. A qualitative research design with a phenomenological approach was employed. Participants consisted of approximately 8–12 second-semester students who had experienced process writing instruction. Data were collected through semi-structured interviews, classroom observations, and document analysis and analyzed thematically. The findings revealed five interconnected themes: generating and organizing ideas, developing ideas through drafting, challenges in grammar and vocabulary, experiences of feedback and revision, and the development of confidence and writer awareness. Students perceived brainstorming and outlining as helpful for organizing ideas, while drafting enabled them to develop complete paragraphs. However, grammar, vocabulary, sentence construction, and idea development remained significant challenges. Lecturer feedback and revision helped students identify weaknesses and improve their writing. Through repeated writing practice, students gradually developed greater confidence and awareness as EFL writers. The study concludes that process writing provides a meaningful framework for developing paragraph writing skills through planning, drafting, feedback, revision, and editing. ]]>
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