Phoofolo, Ngakana Zeldan2026-06-052026-06-052025https://hdl.handle.net/20.500.14155/2300The study’s primary objective was to explore how the use of guided writing enhance Grade 9 learners’ argumentative essay writing skills in English as a second language classroom. The study was guided by the lenses of Socio-Cultural theory by Vygotsky. The research employed a single group pre and post -test experiment in a mixed methods approach. One school was conveniently selected which was near the researchers’ location and 12 Grade 9 learners were selected purposively. Data was collected through tests and focus group discussion. Quantitative data collected from pre and post-test were analysed by applying descriptive statistics through the use of SPSS version 27. Qualitative data generated from focus group discussions with learners were analysed thematically. The pre-test findings after categorisation with a pre-determined analytical rubric revealed that many learners’ writing level were at emerging and developing levels. That is, learners’ writing seemed to lack proper paragraphing, thesis statement and logic. After experimenting with the guided writing, the post-test results unveiled that learners writing have developed as many learners were on the proficient and competent level. Also the mean, median and standard deviation of the post- test were higher than of the pre-test which implied that the experiment was a success. The focus group discussions discovered that most learners preferred to be scaffolded, collaborating with their peers through grouping and paring and guidance from their teacher. The study concluded that the accomplishment of the experiment is influenced by clear instruction and collaborative learning environment. The study recommends that teachers should offer scaffolding and gradually release the assistance bit by bit as learners’ progress. Future researchers may explore how guided writing can enhance other types of essay writing in ESL learners.en