Academic procrastination is a commonly experienced issue among university students, which generally affects their academic performances negatively. In the researcher's English for Academic Purposes (EAP) classes, his students faced procrastination problems in the formative assessment tasks. Therefore, the researcher decided to conduct an exploratory action research to help them deal with academic procrastination. This study applied experimental research design. 64 students in three EAP classes participated into the research. Two interventions were used in two Experiment Groups (EG). The Academic Procrastination Scale -- Short Form with open-ended questions, the students' time management checklists, and researcher's field notes were used to collect data. Though the results indicated that the interventions did not lead to any statistically significant difference in the perceived levels of the participants in the EGs, the second - main intervention could reduce the observed academic procrastination of the participants in the 2EG. Also, most of the participants thought the checklist-based interventions could help them to develop time management awareness, organize their time, and do their tasks in an organized way.