Effectiveness of a Gamified Scaffold-to-Autonomy Framework for Teaching English Tenses in an EFL School Context

Abstract

This study examines the effectiveness of the Gamified Scaffold-to-Autonomy Framework (GSAF) in improving secondary-school learners’ mastery and retention of English present tense forms in resource-constrained English as a Foreign Language (EFL) classroom. In many such contexts, traditional grammar instruction often leads to short-term learning with limited retention, making it difficult for learners to apply grammatical knowledge in meaningful communication. Addressing this challenge is important for both teachers and learners, as ineffective grammar instruction can hinder language development and require repeated reteaching. To address this issue, the study proposes an integrated instructional approach that combines inductive grammar learning, structured cognitive scaffolding, low-tech gamified activities, and a systematic reduction of instructional support to promote learner autonomy. A quasi-experimental design was used, involving 68 Grade 9 students divided into a GSAF group (n = 32) and a conventional Present–Practice–Produce (PPP) group (n = 36). Learners were assessed through pre-test, immediate post-test, and delayed post-test measures to evaluate both learning outcomes and retention over time. The findings indicate that while both groups showed improvement, the GSAF group achieved higher immediate post-test scores and demonstrated stronger retention after two weeks. The results suggest that combining scaffolded support with gamified retrieval opportunities helps learners internalize grammatical structures more effectively and sustain their learning over time. Beyond the immediate classroom context, this study highlights the potential of structured scaffold fading and low-tech gamification as practical and scalable strategies for grammar instruction in low-resource educational settings. The findings have important implications for curriculum design and teacher practice, particularly in promoting long-term language development and learner autonomy.