<![CDATA[The field of English as a Foreign Language (EFL) education has experienced a significant transition, propelled by swift technical progress, evolving pedagogical frameworks, and heightened expectations for learners to develop autonomy, strategic capabilities, and lifetime skills in languages. Numerous researchers have emphasized the crucial role of scaffolding as a support for teaching an English in a language teaching. education. This article synthesizes the impact of scaffolding on self-regulated learning in a language learning environment. This study employed a systematic literature review that followed PRISMA. A literature search was conducted using several academic databases such as Google Scholar, Frontiers, Elsevier, Springer, and SAGE with a publication range of 2015-2026. The synthesized article included 34 articles that analyzed qualitative, quantitative and mixed-method. Findings reveal (1) scaffolding is defined as a structured framework that facilitates skill acquisition within a particular learning environment until individuals can operate independently. (2) scaffolding types function (instructional scaffolding, metacognitive scaffolding, AI-enhanced and adaptive scaffolding) at varying levels of control and collectively promote learners’ transition from externally guided learning toward increased self-directed and self-regulated language acquisition. Further research should focus on designing scaffolds that target cognitive, metacognitive, motivational, and affective domains of SRL, using technology and AI to create responsive, personalized environments that empower learners to take control of their learning process.]]>
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