Prospective English-as-a-second-language educators\u27 use of Vygotskian scaffolding in mentoring academic writing

This study focuses on two prospective teachers of English to Speakers of Other Languages (TESOL) who were enrolled in a master\u27s program and were being tutored as they prepared to write a scholarly review of literature. The methodology involved videotaping four tutoring sessions, each tutor was assigned to participate in two tutoring sessions each with the same participant. The videotaped data was then transcribed and analyzed for significant scaffolding occurrences that may have promoted successful transfer of responsibility facilitating autonomy for the learner. The goal of this project was to promote autonomous learning and to help find ways for students to maintain control of their own learning