This chapter reviews research on scaffolding in English language learning (ELL) contexts. The chapter reports a synthesis of 87 studies on scaffolding in ELL contexts published between 2010 and 2022. The findings reveal that current ELL scaffolding research has more top-down frameworks and quantitative methods than previously, which may suggest that the research is becoming more standardized. Scaffolding research is becoming more specialized, with focus on specific types of scaffolds, for example, strategies for supporting reading. Scaffolding nearly always bears positive results, but there are instances in which scaffolds can be stifling (over-scaffolding), which can counteract student autonomy. For further research, we suggest more mixed methods and standardized tools to examine scaffolding in the classroom. Avenues of interest could be affective factors (e.g., motivation), self-scaffolding, and the relationship between the teacher, students, and scaffolds.