‘Guided writing activities’ have been used by many ESL teachers to solve problems in writing instruction but they are recognised by a few EFL teachers. This book thus realises the importance of such activities due to a wide range of guidance via linguistic components of writing tasks and teachers' help. It aims to evaluate the effectiveness of using guided writing activities in narrative writing, namely telling a story through a series of pictures and pen-friend letter tasks in an EFL classroom in Thailand. It appears that the learners in the experimental classroom succeeded in learning and practising such two guided writing tasks. Moreover, the teachers accepted guided writing activities as part of lessons in Fundamental English course due to the suitability to the learners’ needs, level, and linguistic and communicative competepence, as well as cultural norm and social standards of English usage in Thailand. Overall, this book represents the implementation of the guided writing approach, so it will be useful for many other ESL/EFL teachers and scholars who wish to use or design effective materials for writing classroom and for learners who want to improve their written English.