This study examined the impact of scaffolded instruction on the autonomous learning abilities of EFL learners in a Chinese vocational and technical college. Sophomore EFL students were randomly assigned to an experimental group (n = 52) receiving scaffolded instruction or a control group (n = 50) following traditional methods. Pre-experimental comparisons revealed no significant differences between the groups. Data were collected through questionnaires administered before and after the intervention and analyzed using independent samples t-tests, descriptive statistics, and one-way MANOVA. Findings indicate that scaffolded instruction more effectively enhances autonomous learning, with improvements across all five dimensions, most notably in learning strategy use, compared to traditional instruction. These results underscore the value of scaffolded approaches in fostering learner autonomy. Implications for EFL educators include incorporating scaffolds that support goal setting, strategic planning, and self-monitoring to tailor instruction to students’ individual needs. This study contributes empirical evidence to the limited literature on scaffolded instruction in the context of Chinese vocational and technical colleges.
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