This study focuses on middle school English writing instruction, systematically analyzing the existing problems in current teaching and proposing targeted improvement strategies. The research points out that middle school English writing instruction faces numerous challenges, including students' weak foundational knowledge, insufficient discourse awareness, negative transfer from the mother tongue, and insufficient emphasis on writing by teachers. These issues seriously affect students' writing abilities and enthusiasm for learning. To address these problems, this study proposes a variety of optimization strategies, such as strengthening the consolidation and application of basic knowledge, focusing on discourse coherence and linguistic richness, paying attention to cultural differences to reduce the negative transfer from the mother tongue, and effective teacher guidance in students' writing. In addition, the application of scaffolded instruction, formative assessment, and peer feedback has been proven to significantly enhance students' writing abilities and learning autonomy. The results show that an integrated approach using multiple strategies is more effective than a single strategy and can better meet the diverse learning styles and needs of students. This study aims to provide valuable references for middle school English writing instruction, helping students build a solid foundation in English writing during their middle school years and lay a good linguistic basis for their future learning and development.

Feng Jiang. Middle School English Writing Instruction: The Integrated Practice of Scaffolding Theory, Formative Assessment, and Peer Feedback. Frontiers in Educational Research (2025), Vol. 8, Issue 5: 51-58. https://doi.org/10.25236/FER.2025.080508.

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