Kayi-Aydar, Hayriye : Abstract: This study investigated how ESL learners in an academic oral skills class
sought, responded to, and directed scaffolding across various classroom
interactions, and how power relations affected scaffolding. The scaffolding
episodes in three different types of classroom discourse were identified,
analysed recursively, and interpreted within the broader class context using
other data sources. The findings demonstrated that student and teacher
questions scaffolded language learning and use, and positively affected
students’ participation during teacher-led whole class interactions. However,
scaffolding did not occur or mostly failed in small group work and student-led
discussions as power struggles among students were dominant and students
were less responsive with their peers. Implications and suggestions for effective
scaffolding in ESL classrooms are discussed.