This article is devoted to the exploration of the mechanisms of development of scriptural competence among A2-level learners against the backdrop of education in the Republic of Kazakhstan. Having been confronted by persistent problems and psychological barriers of their students in writing freely, the author suggests a teaching model that includes guided writing along with the application of digital ICT technologies, Google Docs, and Padlet. An experiment was carried out in the framework of this work, where 20 learners were involved, and two approaches were compared: conventional one and five-stage approach (Observation, Modeling, Planning, Drafting, Publishing).