This paper introduced the features of scaffolding to the development of instructional interaction in online foreign language learning, and testified their effects on learners' perceived usefulness, perceived ease of use, sense of community, and continuance intention by the integration of the Technology-Acceptance Model and the Organizational Framework of Online Learning Community. An instrument was developed, data were collected from 299 students, and the relationships among the variables of scaffolding features, learners' perceived ease of use, perceived usefulness, sense of community, continuance intention, etc., were examined by path analysis. The results showed that although instructional interaction developed in accordance with the scaffolding features cannot affect learners' continuance intention directly, it plays a partially mediating role by significantly affecting learners' perceived usefulness, perceived ease of use, and sense of community. [For full proceedings, see ED565087.]