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In light of this problem, our study examines the effects of an instructional scaffold combined with teacher feedback, designed to foster students\u2019 self\u2010regulation in authentic academic reading contexts. Over a 5\u2010week period, students read five academic texts and posted blog posts documenting their reading, scaffolded by a task prompt. In response, their teacher posted individualised feedback. The data comprised 75 student blog posts and 63 teacher responses. The results suggest that the task prompts and feedback supported students\u2019 self\u2010regulation in different ways: while the task prompted students to reflect on their reading, teacher feedback redirected students\u2019 attention to new ways of reading and to less superficial aspects of the task, as well as reminding them of reading behaviours they had previously engaged in successfully. The study therefore provides insights into the interplay between task and feedback and recommendations for teaching practice.<\/jats:p>","DOI":"10.1002\/tesq.3018","type":"journal-article","created":{"date-parts":[[2021,2,8]],"date-time":"2021-02-08T19:06:40Z","timestamp":1612811200000},"page":"41-67","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":32,"title":["Scaffolding L2 Academic Reading and Self\u2010Regulation Through Task and Feedback"],"prefix":"10.1002","volume":"56","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8995-4366","authenticated-orcid":false,"given":"\u0160pela","family":"Me\u017eek","sequence":"first","affiliation":[{"name":"Stockholm University Stockholm Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2598-4942","authenticated-orcid":false,"given":"Lisa","family":"McGrath","sequence":"additional","affiliation":[{"name":"Sheffield Hallam University Sheffield UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1948-1775","authenticated-orcid":false,"given":"Raffaella","family":"Negretti","sequence":"additional","affiliation":[{"name":"Chalmers University of Technology Gothenburg Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3683-6681","authenticated-orcid":false,"given":"Jessica","family":"Berggren","sequence":"additional","affiliation":[{"name":"Stockholm University Stockholm Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2021,2,6]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11251-011-9202-5"},{"key":"e_1_2_8_3_1","volume-title":"Social learning theory","author":"Bandura A.","year":"1977"},{"key":"e_1_2_8_4_1","first-page":"69","volume-title":"Current theory and research in motivation, Vol. 38, Nebraska Symposium on Motivation, 1990: Perspectives on motivation","author":"Bandura A.","year":"1991"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1093\/elt\/ccu036"},{"key":"e_1_2_8_6_1","volume-title":"Reading development in a second language: Theoretical, empirical and classroom perspectives","author":"Bernhardt E. 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