The purpose of this study is to establish appropriate scaffolding to help foreign learners conduct discussion classes since well-planned discussions can have a positive effect on improving their communication skills. To this end, a discussion class was selected, filmed, and surveyed nine times. After analyzing the images and surveys, we propose scaffolding as follows. First, in order to successfully conduct the class, it is necessary to provide an example that the learner can refer to on the discussion topic, the order and method of the discussion, the oral and final remarks, and feedback on the video taken of the private practice, We need to clearly define scaffolding before we can apply it to classes. Second, the results suggest that the 'rebut' stage, which requires a high level of immediacy and criticism, should be revised to apply to the 'opponent team' stage. Using the power crossing query step to increase the learner’s confidence and participation rate can also be included in the scaffold setting. Third, in order to perform the cross-query step that learners regard as the most difficult, it is helpful to prepare as many questions as possible by guessing the grounds of the opponent team before the discussion and practicing cross-querying exercises before a serious discussion. The instructor should take the role of the facilitator and summarize the important remarks to encourage the learner to carry out the crossing inquiry while role-playing the next step. Fourth, for our final remarks, we propose scaffolding the teachers feedback and supporting materials (PowerPoint) on the manuscripts in order to lower the possibility of field fluctuation to increase the understanding of all participants.