Stepping out of the conversation: Exploring teacher fading dynamics in EFL classroom interactions

Abstract

This study investigates how teachers manage the fading process to scaffold student learning in teacher-fronted English as a Foreign Language (EFL) classroom interactions. While scaffolding has been extensively studied in terms of its theoretical foundations and instructional practices, teacher fading remains underexplored, despite its crucial role in promoting learner autonomy and knowledge development in dynamic classroom settings. This study examines the subtlety and flexibility of real-time fading strategies, aiming to uncover mechanisms often left implicit without systematic interactional analysis. Participants included two teachers and 261 K-11 students from a senior high school in northern China. The data comprised 180 min of classroom video recordings across four EFL lessons, alongside related teaching materials on grammar, vocabulary, and reading. The degree of teacher support and student comprehension was analyzed through conversation analysis. The findings reveal that (1) teachers' fading occurred in specific circumstances, especially when students exhibited the potential to autonomously develop target knowledge, and (2) teachers' fading effectively assessed students’ understanding, enhanced engagement with the language, and promoted peer-based knowledge co-construction. Drawing on these findings, this study proposes a framework that illuminates the dynamic and interactive nature of scaffolding at the micro-conversational level. It highlights the unique role of fading in adapting instruction and cultivating student zones of proximal development that facilitate knowledge internalization. This study also offers practical implications by identifying key interactional scenarios and communicative strategies through which teachers can intentionally reduce support, thereby informing teacher training and improving L2 instruction in large EFL classrooms.