||Lev Vygotsky view of development focuses heavily on language and interaction, and the role they play
in helping learners acquire an understanding of the culture in which they live. In the same way that teachers are
encouraged to engage students in meaningful learning tasks, pedagogical advisors provide assistance for EFL
teachers so that they gain from instructional scaffolding in the form of modeling, questions, prompts, and cues.
This paper explores how Pedagogical advisors provide guidance for EFL teachers especially during the post
observation feedback sessions. A total of thirty three trainees teachers from the training college (ENS) and
seven pedagogical advisors (PA) took part in this research. Overall, the results indicated that a great majority of
participants really felt uncomfortable regarding the assistance they received from their mentors and PA after
observation. Some of them have a positive view about post observation feedbacks. The outcomes of this
research invite PA to focus more on the convention of feedback, and mentors to include the social, and linguistic
aspects at the heart of scaffolding.