From Scaffolding to Autonomy: A Fading Strategy for Motivational Transition in the Primary English Classroom

Abstract

This study examined the role of scaffolding in developing the autonomy of second-grade students at Innova Schools Campus Ecatepec, State of Mexico. The objective was to determine how the implementation and gradual withdrawal of tangible incentives, through a fading strategy, influence the strengthening of autonomy during English language learning. The research followed a qualitative approach, using action-research methodology and drawing on a socio-constructivist framework. The intervention consisted of the progressive application of a fading strategy, designed to gradually reduce tangible incentives in order to favor the transition from extrinsic to intrinsic motivation. At the end of the intervention, a brief survey was administered to gauge students' perceptions of the strategy and to assess its effects. The results showed that the gradual withdrawal of tangible incentives favored the development of autonomy by promoting greater independence in carrying out activities, increasing active classroom participation, and strengthening commitment to English learning. The study concludes that the fading strategy constitutes a relevant pedagogical alternative for fostering autonomy and self-regulation in primary school students.