Implementing process pedagogy in an L2 writing classroom has its own limits for students with low English proficiency. Although L1 writers commonly benefit from writing multiple drafts, most of the low English level Korean college students in my English composition class did not benefit from the revisions. This article introduces an innovative technique, which combines the two dichotomous approaches--process and product--through the use of grammar-translation in a reflective and collaborative environment. It discusses how using their previous learning approach--based on the grammar-translation method--helped the students to recognize the importance of accuracy for successful written communication and to raise awareness of the audience. It also discusses how this approach has revealed the fact that students' first language use in a second language writing classroom can be a positive tool for improving their writing proficiency and helping them realize the importance of seeing their own writing more objectively.