The Role of Scaffolding in Enhancing Learner Autonomy

This study explores the role of scaffolding in promoting learner autonomy within English as a Foreign Language (EFL) classroom. In modern pedagogy, learner autonomy is viewed as a fundamental objective that empowers students to take responsibility for their own learning. However, many learners still rely heavily on teacher guidance and struggle to regulate their learning independently. The research investigates how scaffolding techniques, grounded in Vygotsky’s sociocultural theory, can gradually develop learners’ self-regulated learning skills. Using a qualitative approach, classroom observations and semi-structured interviews were conducted among 40 EFL students and 3 instructors at a higher education institution. The findings revealed that scaffolding strategies—such as guided questioning, modeling, collaborative learning, and feedback—significantly enhanced students’ motivation, self-confidence, and ability to manage tasks autonomously. The study concludes that scaffolding serves as an essential pedagogical bridge that transforms learners from dependent participants into self-directed individuals.