Second language writing teachers usually provide individual written feedback on learner drafts. Research shows that such feedback often fails to improve learner texts partly due to communication problems in the way feedback is given. Although directly teaching revision may help learners enhance the quality of their writing, many such revision instructions are an independent component added to traditional feedback. It is of interest to determine if feedback to learner drafts could be incorporated into revision instructions and help learners improve their texts. In an EFL course of 38 freshmen, the researcher implemented feedback principles in designing three revision lessons. Teaching points were based on common problems identified. After three rounds of writing, each consisting of a draft-instruction-revision sequence, the drafts and revisions were evaluated by two independent raters. In addition, learner experience was examined through an open-ended questionnaire. Findings indicate that learners improved from each draft to its revision, and the effect was more obvious at global/ textual than at local/linguistic levels. However, it is inconclusive whether this positive effect continued from one task to the next. Although learner response to the feedback-embedded revision instruction was generally positive, the participating students also indicated a desire for traditional individual feedback.