SCAFFOLDING STRATEGIES FOR FOSTERING LEARNERS’ INDEPENDENT SPEAKING SKILLS IN ENGLISH LANGUAGE EDUCATION

Abstract

Scaffolding is a key pedagogical strategy that supports learners in accomplishing tasks they cannot complete independently at the beginning, gradually transferring responsibility from the teacher to the learner. This study examines the impact of scaffolding strategies on developing learners’ independent speaking skills in English language education at the university level. Using an experimental design, the research compares students taught through systematic scaffolding techniques with those taught through conventional speaking practice. Data were collected through pre- and post-speaking assessments, classroom observation checklists, and learner reflection forms. The findings show that scaffolded instruction improved students’ speaking fluency, coherence, vocabulary use, and confidence, while also reducing speaking anxiety. The study concludes that scaffolding accelerates the transition from guided speaking to independent oral production and recommends structured scaffolding cycles in speaking lessons