This exploratory mixed-method study investigates the scaffolding mechanisms incorporated into ChatClass, an educational chatbot application primarily designed to offer speaking tasks to users, in a German 9th-grade English as a Foreign Language (EFL) classroom setting. Addressing the growing importance of speaking skills in language education, and the opportunities technological advances can offer regarding individual-suitable scaffolds during speaking exercises, this study employs a theoretical look at scaffolding, and speaking in the EFL classroom. Based on a three-month classroom intervention, the research involves 18 students, utilizing triangulated data from questionnaires, classroom observations, and language tests to better comprehend students' needs regarding scaffolding options during digitally enhanced practice phases in class.