THE EFFECTIVENESS OF SCAFFOLDING TECHNIQUES IN TEACHING ENGLISH WRITING

Scaffolding techniques, rooted in Vygotsky’s sociocultural theory, have been widely adopted in English as a Foreign Language (EFL) classrooms to enhance students’ writing skills. This study investigates the impact of various scaffolding strategies on EFL learners’ writing proficiency. Through a mixed-methods approach involving pre-tests, post-tests, classroom observations, and student surveys, the research examines how techniques such as modeling, guided practice, and feedback influence students’ writing performance. Findings indicate that scaffolding significantly improves writing quality, student motivation, and engagement. The study underscores the importance of tailored scaffolding approaches to meet diverse learner needs.