The Impact of Using Guided Writing Techniques on Chilean Adults' Efl Writing Production
1.IntroductionWriting has been addressed as a challenging task since it requires the production of the language. Research on teaching writing to EFL learners over the past few decades has focused attention on several complex issues. Brown (2004) indicates that writing is difficult because of its productive nature. Correa, Tapia, Neira, and Ortiz (2013) discovered that many EFL teachers find writing in English difficult because learners need to follow many rules and have to have a wide range of vocabulary. Latta and Crovitz (2013) express that writing is challenging for both teachers and learners. Some other aspects that may hinder the teaching of writing are related to culture, and assessment. Schmid and Steer (2007) argue that some topics can be inappropriate or difficult for EFL learners because of different cultural aspects. Regarding assessment, Diaz, Alarcon and Ortiz (2001) concluded that some EFL teachers assess learners using traditional measurements instruments that assess only linguistic skills in isolation.Despite all the complexities of teaching writing to EFL learners, teachers need to come up with powerful techniques to motivate students, and to give them the opportunity to express themselves in a foreign language. Yet, there is a necessity to explore and investigate other techniques to work on writing and minimize negativism towards this skill.In the view of this, guided writing with images seems to fill in some gaps in writing because the teacher assists the process, controls critical incidents, and brings visual materials to stimulate and motivate learners. In guided writing, learners have freedom in the selection of topics, vocabulary, and they may make use of templates/models as a foundation to begin the writing process. The present study aims at examining the impact of using images and pictures on Chilean EFL guided writing production.2.Literature ReviewThis study is based on EFL writing production, some theoretical justification and framework for writing, guided writing, and roles of pictures and images are described.2.1 WritingHancock and McDonald (2012) define writing as a process that learners take to produce a piece of writing. Latta and Cravitz (2013) point out that writing is an act of creation, which makes teaching how to write in L2 an important skill to develop. Bashyal (2009) points out that writing is a productive ability that makes use of visual symbols in order to represent the sounds people use in speaking. Ur (2008) indicates that a good piece of writing is logical, cohesive, and coherent. Moreover, Ur states that writing has to be grammatically accurate in spelling and punctuation.2.2.Guided writing in L2Gibson (2010) states that guided writing is the nature of the support given by teachers as students are learning to write. Englert, Mariage, Dunsmore (2006) confirm this point indicating that writing is collaborative where effective writing teachers work alongside students. Fountas and Pinnel (2001) propose that guided writing should work with small groups of students who share similar needs. Furthermore, Oczkus (2007) proposes that lessons focused on guided writing should have a clear purpose and lessons may last more than one session. Oczkus (2007) asserts that guided writing provides steps towards independent writing.2.3 Steps for guided writingKieft, Rijalaarsdam, and Van de Bergh (2008) affirm that writing is a complex task that consists in the organization of abstract ideas. The work of these authors reveals evidence showing teachers struggle to develop writing strategies for assisting learners. Silva (1990) states that teachers play an important role in helping learners develop strategies for getting started, drafting and revising. Galbraith and Torrance (2004) identify two strategies; the planning strategy and the revising strategy. These authors suggest that teachers may utilize any media available at school.