The Effects of Task-Based Collaborative Output Activities and Scaffolding Techniques on EFL Learners' Writing performance: A Mixed-Methods study

Literature review confirms that task-based collaborative output activities (tbcoa) and scaffolding techniques (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. hence, in the present study, the impact of two types of tbcoa versus two types of st on intermediate efl learners' writing performance were 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 assigned to 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. the results revealed that 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, and six common codes for teacher scaffolding and peer scaffolding. this study provides implications for efl writing instruction.