Awadelkarim, A. (2021). An analysis and insight into the effectiveness of scaffolding: EFL

instructors’/teachers’ perceptions and attitudes. Journal of Language and Linguistic

Studies, 17(2), 828–841.

Chau, M. T., & Nguyen, T. T. M. (2021). EFL teachers’ perceptions and practices of scaffolding

in Vietnamese high schools. International Journal of Instruction, 14(3), 211–228.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.).

New York, NY: Routledge.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among

five approaches (4th ed.). Thousand Oaks, CA: Sage Publications.

Garza, R. (2009). Latino and white high school students’ perceptions of caring behaviors: Are we

culturally responsive to our students? Urban Education, 44, 297–321.

Gibbons, P. (2003). Mediating language learning: Teacher interaction with ESL

students in a content-based classroom. TESOL Quarterly, 37(2), 247–273.

Gilbert, R., Macleod, J., Clark, K., Thomas, K., Vialle, W., Godinho, S., Lindsay,

G., & Killen, R. (2013). Teaching for learning: Developmentally

appropriate pedagogy (2nd ed.). Cengage Learning Australia.

Hung, B. P., & Nguyen, L. T. (2022). Scaffolding language learning in the online

classroom. In T.-H. Kim, M. K. Khan, H. Flinchem, & B. M. Cook (Eds.),

New trends and applications in Internet of Things (IoT) and big data

analytics (pp. 109–122). Cham, Switzerland: Springer.

Koya, R., & Khalid, H. (2022). Teaching English speaking skills in large university

classrooms: Kurdish EFL context. Asian EFL Journal, 24(2), 123–140.

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of

second language development. Oxford University Press.

Mai, T. H., Nguyen, L. T., & Pham, H. T. (2023). EFL teachers’ perceptions of

scaffolding strategies in promoting learner autonomy. TESOL Journal, 14(2),

Masrul, M., Rasyidah, U., Yuliani, S., & Nurmalina, N. (2023). The implementation

of dynamic assessment in EFL learners' writing. World Journal of English

Language, 13(5), 191.

Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.).

Oxford University Press.

Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback

in L2: The effect of random versus negotiated help on the learning of

English articles. Language Awareness, 9, 34–41.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., &

Hoagwood, K. (2015). Purposeful sampling for qualitative data collection

and analysis in mixed method implementation research. Administration and

Policy in Mental Health and Mental Health Services Research, 42(5), 533–544.

Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching

and applied linguistics (3rd ed.). London: Longman.

Sawyer, R. K. (2006). The Cambridge handbook of the learning sciences.

Cambridge University Press.

Stone, A. (1998). The metaphor of scaffolding: Its utility for the field of learning

disabilities. Journal of Learning Disabilities, 31(4), 344–364.

Van Lier, L. (2000). From input to affordance: Socio-interactive learning from an

ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and

second language learning (pp. 245–259). Oxford University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. &

Trans.). Harvard University Press.

Walqui, A. (2006). Scaffolding instruction for English language learners: A

conceptual framework. International Journal of Bilingual Education and

Bilingualism, 9(2), 159–180.

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving.

Journal of Child Psychology and Psychiatry, 17(2), 89–100