Scaffolding as a practical concept within sociocultural theory (SCT) has been used as a teaching tool in the development of the learners recently. However, scaffolding has been interpreted, modeled, and featured differently by scholars and researchers investigating in the realm of SCT. In this review article, it is intended to provide different views of scaffolding. First, the definition of scaffolding is provided. Then, the aims of scaffolding are listed followed by steps to implement scaffolding as a dialogic practice. After that, the expanding features and conditions of scaffolding are discussed through the understanding of different theoreticians. Finally, critical points regarding the effective scaffolding are sketched out. The whole article aims to make different aspects of scaffolding as much clear as possible for both researchers and teachers.
