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This paper proves the efficacy of scaffolding in English writing class and presents a sample teaching design. The teaching design breaks the writing goals down to manageable tasks according to students’ ZPD. And the tasks serve as scaffolding, which would support learners in the beginning and gradually withdraw in the process. By employing a systematic progression of tasks that gradually increase in complexity, the teaching design applying scaffolding allows students to develop critical reading and writing skills, as well as independence in writing.
Lin Xiao (Sat,) studied this question.