<p>The COVID-19 epidemic as a global public health emergency has brought unprecedented attention to emergency languages. Emergency language proficiency is an essential component of national language proficiency, making the development of emergency language service personnel particularly important. Therefore, in this study, 225 students of teaching Chinese to speakers of other languages at a Chinese university were invited to participate in a 8-week quasi-experimental design of a control group (traditional teaching) and an experimental group (scaffolded instruction) to conduct an emergency language course. Based on the Expected Value Theory of Achievement Motivation, this study proposed eight research hypotheses and constructed a research model to understand the effects of students' perceived teacher support on self-regulated learning (SRL) and learning achievement in a scaffolding model.</p>