| English has grown into the most widely learned and internationally used language for an increasing number of learners worldwide. Due to the growing use of English, the presence of Local English-Speaking Teachers (LESTs) and International English-Speaking Teachers (IESTs) have become essential matters of discussion in teaching English, especially writing. Research to date has primarily focused on NES and NNES teachers’ selfperception (e.g., Reeves & Medgyes, 1994; Samimy & Brutt-Griffler, 1999) or other perceptions of NES teachers and NNES teachers themselves on English instruction and ESL learners (Arva & Medgyes, 2000; Walkinshaw & Oanh, 2014; Sung, 2014; Shih & Chen, 2017) or teachers’ scaffolding (Choi & Ng, 2015; Dewi & Iswandari, 2016; Choi & Wong, 2018). However, few studies have focused on the students’ perceptions of English as a foreign language (EFL) regarding the scaffolding practices of LESTs and IESTs in writing skills. Scaffolding is a concept in which students from their actual level will be levelled up to their potential level. The characteristics of scaffolding, i.e., contingency, fading, and transfer of responsibility, underlie the foundation of delivering a task from the teacher to the students. Therefore, this study investigates the students’ perceptions of LESTs’ and IESTs’ scaffolding practices for EEFL writing skills. The research has two primary research goals, i.e., LESTs’ and IESTs’ scaffolding practices for secondary students’ writing skills, and seeks students’ perceptions about LESTs’ and IESTs’ practices. The participants of this study were six students from Grade 10 of a private school in Jakarta. As a case study design, the data collection techniques were a questionnaire survey, classroom observations, and interviews. The researcher analyzed the data using relevant theories of the three circle model, language and identity, scaffolding, and writing in an EFL class. The findings revealed similarities between LESTs and IESTs in scaffolding practices for EFL writing skills, with little difference between the two groups. LESTs and IESTs applied all means of scaffolding, e.g., feeding back, questioning, explaining, instructing, modelling, and giving hints. The difference was the strength of each group that may benefit them to scaffold their writing skills. LESTs tended to use explaining, whereas IESTs focused more on modelling. From the students’ point of view, it was validated that both teachers presented, explained, and instructed the writing class. Several respondents agreed that LESTs were able to use their first language so that students would understand better. |