Language learning is a process just like language acquisition as put forward by Lev Vygotsky in the Social Cultural Development Theory and the Zone of Proximal Development. In the classroom, therefore, the process of language learning calls for an appropriate learning technique which not only makes learners active participants in classroom activities but also enables students enjoy the learning process. However, in Kenyenya Sub-County, a study has attested that English language is taught using teacher centered methods, and not treated as a learning process, leading to dismal performance in English in National examinations. Thus, the purpose of the study was to investigate the effects of scaffolding on subject interest, self-efficacy, academic buoyancy, and English achievement among learners. The study objectives were: to investigate the effects of scaffolding on subject interest, self-efficacy, academic buoyancy and achievement in English among secondary school students. The study was informed by social cultural theory supported by cognitive load theory as built upon information processing theory. Sequential explanatory design within the mixed methods approach was adopted by the study. The study took place in Kenyenya sub-county involving a target population was 78 teachers of English and 2,678 form three students (2022 class). The sample size constituted 364 students, and 10 teachers picked out through purposive sampling as participants in the experiment, followed by 10 teachers and 10 learners selected by purposive technique as interview informants. Quantitative data was collected using Solomon-four non-equivalent quasi experimental group design while qualitative data was collected using interview technique. Instruments of data collection were pre-test and post-test questionnaires, English Achievement Test (EAT) and interview schedules. Internal validity of the questionnaires and EAT was investigated using Kaiser-Meyer-Oklin (KMO Index) and Bartlett’s Test of Sphericity, while validity of the experiment was ensured by the use of 2 intervention and 2 control groups. Reliability of the pre-test and post-test questionnaires and the EAT was established using split half and Cronbach’s Alpha techniques. Quantitative data analysis was done using descriptive and inferential statistics of frequency percentages, mean standard deviation and t-test analysis using the SPSS package version 26.0 and qualitative data was analyzed using the thematic framework. From the survey results, the posttest mean scores of subject interest, self-efficacy, academic buoyancy and achievement among the experimental groups were higher than those of the control groups. The paired samples t-test showed a statistically significant effect of scaffolding learning on subject interest, self-efficacy, academic buoyancy and achievement in English. From qualitative data, the study established that scaffolding led to an improvement in subject interest, self-efficacy, academic buoyancy and achievement. Therefore, the study found out that scaffolding had a statistically significant positive effect on all the 4 variables. The study concluded that scaffolding was an appropriate language learning technique as it was very effective in boosting the studied learner aspects. The Ministry of Education should retrain teachers on and adopt scaffolding strategy in language learning as well as amend the curriculum such that more time is allocated to language learning to make it possible for scaffolding to be utilized effectively. Further research should be carried out on the relationship between scaffolding and academic achievement.