Medfouni, KhaoulaBenyahia, AmelOunis, Amira2021-11-082021-11-082021http://hdl.handle.net/123456789/11736The present study aims at investigating the importance of the guided writing technique in improving Second year secondary school learners 'writing skill. It is hypothesized that the implementation of this technique would help develop the learners' writing. In order to test this hypothesis, data was gathered from forty second year pupils at Hammadi Mnasria "Constantine" and Botaba Bachir Oum El-Bouaghi" high schools. Subjects were divided into two groups. The experimental group consisting of twenty pupils received an explicit instruction on guided writing whereas students in the control group received no treatment. After they had gone under a pretest to check their starting level in writing; a post test was administered at the end of the experiment to track any significant improvement. The findings showed that the incorporation of guided writing technique has improved the participants' writing performance, and thus the hypothesis was confirmed. Finally, the limitations encountered and the pedagogical implications of the study were highlightedenWriting skillExplicit instructionGuided writing techniqueWriting performanceOther