Considering the tenets of Sociocultural Theory with its emphasis on co-construction of knowledge, L2 writing can be regarded as a co-writing practice whereby assistance is provided to struggling writers. To date, most studies have dealt with peer scaffolding in the revision phase of writing, as such planning and drafting are remained untouched. The present study examines the impact of peer scaffolding on writing accuracy of a group of intermediate EFL learners, and explores scaffolding behaviors employed by them in planning and drafting phases of writing. To these ends, 40 freshmen majoring in English Language and Literature in the University of Guilan were randomly divided into a control group and an experimental group consisting of dyads in which a competent writer provided scaffolding to a less competent one using the process approach to writing. Results of independent samples t-tests revealed that learners in the experimental group produced more accurate essays. Microgenetic analysis of one dyad’s talks showed that scaffolding behaviors used in planning and drafting phases of writing were more or less the same as those identified in the revision phase. These findings can be used to inform peer intervention in L2 writing classes, and assist L2 learners in conducting successful peer scaffolding in the planning and drafting phases of writing. Manuscript profile

The present investigation investigated the proactive classroom management strategies and self-efficacy of 110 EFL teachers (77 females and 33 males) and examined if there were differences in their use of such strategies based on gender and experience level. To this end, the study used the Competency and Behavior Management survey created by Herrera and Little (2005) and the scale for measuring Teachers' Sense of Efficacy created by Tschannen-Moran and Woolfolk Hoy (2001) were utilized in this study. Additionally, 15 teachers were interviewed to gather their opinions on management strategies and self-efficacy. The analysis of Pearson correlation indicated a statistically significant positive relationship between EFL teachers’ use of proactive classroom management strategies among English as a Foreign Language (EFL) teachers and their perceived levels of self-efficacy. Moreover, an analysis using the independent-sample t-test demonstrated a noteworthy disparity in the utilization of proactive strategies among teachers with varying levels of experience; that is, less experienced teachers used proactive strategies less frequently than more experienced teachers. No positive difference in proactive strategy use was found between male and female EFL teachers. These findings impact teacher education programs by emphasizing the significance of self-efficacy in managing classrooms. Manuscript profile