Academic writing is a critical skill for ESL (English as a Second Language) learners, yet many struggle with coherence, organisation, and grammatical accuracy. This study explores the role of scaffolding in enhancing ESL learners' academic writing proficiency. Scaffolding, which involves structured support through modelling, guided practice, and feedback, provides learners with the necessary tools to develop their writing independently. Using a quantitative approach, this study examines the impact of scaffolding techniques such as graphic organisers, sentence starters, and teacher-led feedback on students’ writing performance. Findings suggest that scaffolding significantly improves learners' ability to structure arguments, use appropriate academic language, and reduce grammatical errors. Additionally, qualitative data indicate that students perceive scaffolding as a supportive strategy that boosts their confidence and engagement in writing tasks. The study concludes that implementing scaffolding in ESL writing instruction is essential for fostering academic writing skills, recommending a gradual release approach to enhance learner autonomy.