Abstract This research aims to investigate the role of classroom scaffolding instructions in improving the writing skills of Iraqi students, which was conducted by pre-test and post-test methods among 20 female and male students at Rahma School in two classes of 10 students. In the second grade of secondary school, the control group received their routine training during the research period. On the other hand, the experimental group received English writing skills training in ten sessions using the scaffolding method. A pre-test and a post-test were taken from both groups in the form of an essay describing the forest and the sea. The results of the research showed that the control group progressed by 5.3% while the experimental group progressed by 43.3% in the field of writing. The findings of the study revealed that the use of scaffolding in English as a foreign language instruction had positive effects on students' writing skills during 10 sessions. There is a substantial difference between the control and experimental groups as the usage of scaffolded instructions dramatically improves students' writing ability as well as their writing skills. There is a substantial difference between the control and experimental groups with regard to the improvement of writing organization skills. Meanwhile, the quality of vocabulary in writing skills, grammar abilities, and writing mechanics was improved too. Notably, the scaffolding technique enables the teacher to focus on a specific component of the student's difficulties in order to improve that aspect of the student's work. Keywords: Scaffolding, EFL, Writing Skills, Grammar, ZPD, Writing abilities.
