Assisting students in achieving proficiency in writing has been a longstanding priority for teachers worldwide, particularly in the Algerian context where official exams heavily rely on written performance. In this regard, the application of the CEFR Framework holds the potential to address this issue. Therefore, this article delves into the role of CEFR-based instruction in scaffolding the development of writing skills among students with beginner-level proficiency in English. It does not only seek to investigate teachers' perceptions regarding the effectiveness of CEFR-based instruction in achieving proficiency in writing but also aims to identify strategies for scaffolding EFL students' writing performance. To accomplish this, a sequential exploratory mixed methods design was employed. Various data collection tools were utilized, including researchers' reflections, semi-structured interviews with 5 local teachers, and a questionnaire surveying 56 national teachers across 19 wilayas. The findings shed light on the main CEFR-focused strategies that range from sequential learning, skill integration, real-life focused content to natural skill development, modelling, supplementary materials and cross-cultural awareness. Additionally, a CEFR-focused differentiation mechanism to scaffolding students' writing, especially for low-performing learners, is presented along with its implications particularly those related to merging this CEFR-driven mechanism with Artificial Intelligence.
Benaicha et al. (2026) studied this question.