THE EFFICACY OF SCAFFOLDING STRATEGIES IN ENHANCING LANGUAGE ACQUISITION AMONG EFL LEARNERS

Abstract

This research investigates the impact of scaffolding strategies on English as a Foreign Language (EFL) learners' proficiency and cognitive development. Rooted in Vygotsky’s Socio-cultural Theory, scaffolding provides temporary support structures that enable students to perform tasks beyond their current independent ability. The paper analyzes various scaffolding techniques, including verbal, procedural, and instructional scaffolding, and their role in fostering learner autonomy. Through a qualitative analysis of classroom interactions, the study demonstrates that effective scaffolding not only improves linguistic accuracy but also significantly reduces cognitive load. The findings provide a strategic framework for educators to transition from teacher-led instruction to student-centered independence within the Zone of Proximal Development (ZPD).