Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety

Abstract This research set to examine the impacts of collaborative learning (CL), scaffolding instruction, and self-assessment on reading anxiety, motivation, comprehension Iranian EFL learners. Based Preliminary English Test (PET) results, a sample 58 students was chosen represent study’s subject out total 71 participants. Running convenience sampling technique, two equal groups (the control experimental) were at random from among them. Afterward, both completed pretests gauge their comprehension. Two then treated with variety treatments. Learners in experimental group got self-assessment, CL as treatment, whereas received typical instructor-based teaching assessment. Later, took post-test for comprehension, motivation after treatment. According one-way ANCOVA analysis, results different. data outdid It concluded that learners able develop while experiencing less anxiety thanks CL, instruction. Finally, conclusions, implications, limitations, suggestions further studies provided.