ENHANCING FEEDBACK- CORRECTION PRACTICES THROUGH SCAFFOLDING: A SYNTHESIS OF RESEARCH IN EFL CONTEXTS

Abstract

This article synthesizes research on scaffolding strategies in feedback- correction practices within English as a Foreign Language (EFL) setting, with a specific focus on Vietnamese classrooms. It explores the roles of teacher support and peer collaboration in fostering student engagement and improving learning outcomes. Anchored in Vygotsky’s Zone of Proximal Development (ZPD) and contemporary scaffolding frameworks, the paper analyzes methodologies, interventions, and outcomes associated with feedback-correction tasks. Key findings highlight the effectiveness of scaffolding in addressing linguistic challenges and promoting active learning. The paper concludes with practical implications for pedagogical practices and directions for future research.