This article aims to provide a general understanding of the term scaffolding, emphasizing its significance in education and its role in enhancing reading comprehension.  A central objective of this study is to explore the experiences of international educators and scholars in applying scaffolding strategies to develop reading skills within the context of Teaching English as a Foreign Language (TEFL). To achieve this, the study reviews two scholarly articles from Jambi University in Indonesia and Islamic Azad University in Iran. In both institutions, professional educators and linguists conducted experiments on the application of scaffolding techniques to improve reading comprehension in TEFL settings. These studies focused on strengthening students’ reading abilities through scaffolding and reported their findings based on rigorous scientific research. Both of them tried to enhance their students’ reading by using scaffolding strategy and gave the detailed report on their scientific work and paid attention to its effectiveness during the experiment. While learning these scientific works we have strived to examine them thoroughly and introduce them to our learners as well.

Scaffolding, reading comprehension skill, TEFL

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