摘要：AbstractThis study aims to examine the types of scaffolds employed by students during peer response sessions and investigate how scaffolding facilitates learning. This qualitative case study involved six Form Four mixed-proficiency level students from a secondary school in Malaysia. Data were collected through multiple sources. The study revealed that a variety of scaffolds were provided by the students during the peer response sessions. The findings indicate that peer response session serves as a platform for collaboration and mutual learning among students.
