Abstract. Scaffolding is a crucial instructional approach in teaching writing to EFL learners, providing structured support that gradually decreases as students develop independent writing skills. This study examines the effectiveness of scaffolding techniques, including modeling, guided practice, peer collaboration, and teacher feedback, in enhancing writing proficiency. By integrating Vygotsky’s (1978) sociocultural theory, which emphasizes the role of social interaction in learning, scaffolding enables students to bridge the gap between their current abilities and higher levels of writing competence. The research highlights how scaffolding fosters learners’ confidence, coherence, grammatical accuracy, and overall writing fluency. Furthermore, the study explores how scaffolding strategies help students develop critical thinking, problem-solving skills, and a deeper understanding of writing conventions. The findings suggest that scaffolding not only improves students’ writing skills but also enhances their motivation, engagement, and autonomy in the learning process