Previous research indicates that task-based collaborative output activities (TBCOA) and scaffolding techniques (ST) lead to improvements in English as a foreign language (EFL) learners’ writing skill. However, there seems to be a lack of research on the comparative effects of these activities and techniques on EFL learners' writing accuracy and fluency. Therefore, the present study aimed to investigate the comparative impacts of two types of TBCOA (debating and dictogloss) versus two types of ST (teacher and peer scaffolding) on Iranian intermediate EFL learners' writing accuracy and fluency (A&F). This research followed a quasi-experimental design. A sample of 80 intermediate-level EFL learners, selected through convenience sampling from a Language School in Malayer, constituted the participants of the study. The learners were divided into four groups (each with 20 members). The homogeneity of the participants in terms of writing A&F was checked through a pretest at the outset of the study. Paired-sample t-tests were run to examine the possible significant changes in scores from the pretest to the posttest in each group. Furthermore, the effects of debating vs. dictogloss, teacher scaffolding vs. peer scaffolding, and overall TBCOA vs. overall ST were compared through ANCOVA, with the pretest scores being treated as the covariate. It was found that debating significantly led to more improvement than dictogloss in the learners' writing A&F. Moreover, teacher scaffolding was more effective than peer scaffolding. Regarding overall TBCOA and ST, the latter was significantly more effective. This research provides implications for EFL writing instruction. Manuscript profile

Abstract Literature review confirms that TBCOA and ST were effective in improving EFL learners’ writing skills. However, a new study is necessary to compare the rate of effectiveness of these activities and techniques on Iranian intermediate L2 learners' writing performance. Moreover, the impact of two types of TBCOA versus two types of ST on intermediate EFL learners' writing performance was compared. This research followed a quasi-experimental design. A sample of 80 intermediate-level EFL learners, selected through convenience sampling from a private language school, constituted the participants. The learners were divided into four groups. The homogeneity of the participants in terms of writing performance was checked through a quick placement test at the outset of the study. Furthermore, the effects of debating vs. dictogloss., teacher scaffolding vs. peer scaffolding, and overall TBCOA vs. overall ST were compared through ANCOVA, with the pretest scores treated as the covariate. Debating outperformed dictogloss, teacher scaffolding was more effective than peer, and the overall TBCOA group significantly performed better than the general ST group in writing performance. The learners' interview results concerning the role of TBCOA and ST in their writing production resulted in several common themes, which were categorized into 16 codes for debating, 11 codes for dictogloss, six common codes for teacher scaffolding and peer scaffolding. This study provides implications for EFL writing instruction. Manuscript profile

Different teacher characteristics affect their teaching in the classroom. Among these characteristics, teacher self-efficacy (TSE) can be mentioned. This study aimed at exploring the impact of different forms of TESOL/CELTA certification course (i.e., face to face and online) on Iranian non-native English teachers’ self- efficacy (TSE) perceptions. İn so doing, a quasi-experimental pretest and posttest design was used. The participants, who were selected through convenient and snowball sampling methods, consisted of 50 male and female Iranian EFL teachers whose majors were Translation and literature in English as well as Teaching in 30 to 40 age range, with one to more than ten years of experience in teaching. To measure the participants’ TSE perceptions, the Teacher Sense of Efficacy Scale (TSES), an extended model of the Ohio State Teacher Efficacy Scale (OSTES), was utilized (Tschannen Moran & Woolfolk Hoy, 2001). Data analysis was conducted at descriptive and inferential levels. As proved by the results of data analysis, the participants significantly improved in terms of their overall TSE perceptions as a consequence of exposure to the CELTA or TESOL certification course. Moreover, the findings revealed that although both face to face and online groups showed a remarkable improvement in their TSE perceptions after CELTA/TESOL certification course, there was a significant difference between the two groups’ TSE perceptions after the course in favor of the face to face group. The findings have some implications for in-service teacher training programs. Manuscript profile