Scaffolding is considered as a kind of support assisting students in completing language learning tasks. Research into mind-mapping, a type of graphic organizer, has indicated its role as a scaffolding strategy in teaching English. This paper reports a descriptive study examining teachers’ beliefs and practices of using mind-mapping to scaffold students’ paragraph writing at pre-writing stage. The data discussed in this paper include questionnaires and observations with eighty-four teachers of English as a foreign language. The findings of the research reveal teachers’ positive beliefs about mindmapping and their practices of mind-mapping to scaffold students’ paragraph writing. Pedagogical implications for teachers and students are presented. Keywords: teachers’ beliefs, scaffolding, paragraph writing, mind-mapping

Keywords: teachers' beliefs, scaffolding, paragraph writing, mind-mapping