Melor Md Yunus

This study investigated the effect of collaborative learning (CL) and scaffolding strategies through the Learning Management System (LMS) on EFL students’ writing performance. Employing an explanatory sequential mixed-methods design, 180 upper-intermediate EFL learners (90 undergraduates and 90 postgraduates) from four universities in Isfahan were selected via convenience sampling. The quantitative phase used a pretest-posttest non-equivalent control group design. One experimental group received CL-based instruction via LMS, the other applied scaffolding strategies through LMS, while the control group used traditional methods. All groups attended 14 weekly 90-minute sessions. Quantitative results (one-way ANCOVA) indicated that both CL (p = .000, p < .05) and scaffolding (p = .01, p < .05) significantly improved writing skills, with CL being more effective than scaffolding (p = .02, p < .05). The qualitative phase, using thematic analysis of semi-structured interviews, revealed five key themes: digital and technological literacy, instructional quality, infrastructure, assessment, and satisfaction.