The current study was developed in response to the needs revealed by a group of undergraduate students from an English Language Teaching (ELT) program to refine their academic writing skills. In order to achieve this purpose, we implemented the writers’ workshops in the composition class of sixth semester at this program. The writers’ workshops provided to students awareness concerning the writing process which incorporate writing strategies such as brainstorming, sharing, drafting, revising, and editing. In fact, we as previous students of the ELT program noticed the difficulties the students face in the program when writing academic texts. That is why we decided to conduct this project in an attempt to answer these questions: What are the ELT students’ conceptions towards academic writing prior and after instruction? What are the responses of undergraduate ELT students to our writing instruction through the writers’ workshops? In order to answer the research questions mentioned above and collect data, we conducted two interviews to each one of the participant students: one previous and one after our instruction. Moreover, we observed each one of the writers’ workshops, and we designed writing tasks to measure the students’ academic writing improvement. On the other hand, the findings in this study revealed that the writers’ workshops generated a positive impact on the students’ writing process and what it involves. In addition, we found that the written and oral feedback given by the instructor during the writers’ workshops contributed to increasing the students’ ability to produce writing with a more academic quality. Moreover, we noticed that the teacher influenced students’ motivation to write positively since through teachers’ monitoring and feedback, the students were capable of producing better academic written texts. Thus, this study suggests that the writer’s workshop is an essential instructional approach which not only provides students awareness concerning the development of their own writing process, but also the possibility to improve academic writing supported by the instructors’ guidance and feedback.