Scaffolding as an instructional strategy significantly contributes to learning development. However, there is a lack of studies assessing the comparative effects of various scaffolding strategies. The present study intended to evaluate the effects of motivational, metacognitive, and computer-based scaffolding on Iranian intermediate EFL learners' writing according to Vygotsky’s sociocultural theory. In this quasi-experimental study, sixty male and female intermediate EFL learners in the age range of 14 to 23 were chosen by convenience sampling from the Jahad language center in Tehran, Iran. They were enrolled according to their performance on Preliminary English Test (PET) in the 2020 spring English courses and were randomly assigned to three equal groups. The IELTS writing test was used as a pretest and posttest. Learners received a scaffolding instruction package on writing. A statistically significant improvement in the participants’ posttest writing scores was observed in all groups, and motivational scaffolding was the most effective strategy in developing the writing skill of EFL learners. The results could have implications by providing insights helpful for language teachers, learners, and syllabus designers. Manuscript profile

Online synchronous learning leverages technology to enhance language learners' vocabulary acquisition and can influence learner-related factors such as language learning anxiety, ultimately impacting the language acquisition process. This explanatory sequential mixed-method study investigates the effect of online synchronous language learning on vocabulary learning and language learning anxiety of 60 ESP learners selected through convenience sampling from Kashan University of Medical Sciences. Moreover, it explores the learners' perceptions of the effectiveness of this kind of instruction. Initially, the participants were randomly assigned to the equal experimental (online via Adobe Connect) and control (in-person) groups after checking homogeneity regarding English proficiency level. During the 13 treatment sessions, the experimental group engaged in collaborative vocabulary tasks online. Quantitative and qualitative data were collected using a developed test of vocabulary, the Foreign Language Classroom Anxiety Questionnaire, and the semi-structured interview and then were analyzed using two-way ANCOVA by SPSS 20 and thematic analysis by MAXQDA 2022, respectively. Findings revealed that online learning improved learners’ vocabulary learning, but did not significantly reduce their anxiety due to the system technical issues. However, learners viewed online instruction positively, noting benefits like enriched vocabulary acquisition through active engagement and real-time feedback, and reduced anxiety by providing a calm, stress-reducing environment. Moreover, Results showed that gender differences did not significantly affect vocabulary acquisition or anxiety. These findings can guide teachers and curriculum developers in using virtual language instruction effectively in ESP contexts. Manuscript profile