Abstract           The present study investigated the effectiveness of using scaffolding strategy to promote translation skills among secondary stage students. The study used the quasi experimental design of an experimental and control groups and pre-post application of instruments. of the study. Twenty- five  students from second year secondary stage, were voluntarily chosen to participate in the study. Materials and instruments of the study included a list of translation skills to determine the skills needed to be developed through the study and instructional materials based on using the scaffolding strategy and a translation skills test. Results showed that using scaffolding strategy significantly improved the participants' translation skills.