چكيده
Writing has supported people to inform, collaborate, admonish and correct others. With today’s amazing technology, precise writing and a well-organized format are highly valued. However, learners often encounter multiple obstacles to success in their writing because they lack experience, confidence, and competence. To assist learners, complete their writing assignments successfully, instructors can use a variety of efficient techniques while teaching writing. this study looked at how model-based and teacher-scaffolding writing instruction affected the writing accuracy of EFL learners. It specifically looked at whether writing performance in first experimental groups and second experimental groups differed statistically significantly from one another. A quasi-experimental methodology was employed in the study, along with quantitative data collection and analysis. To gather information, the Oxford Placement Test (OPT), a pre-test, and a post-test writing were given to each group. 90 participants were randomly selected from a population of 150 learners from a private language institution in Marand, East Azarbaijan, Iran, in order to fulfill the study's objectives. The participants were homogenized using OPT. Out of 90 EFL learners, 60 were chosen based on their OPT scores to participate in two groups: 30 were assigned to the first experimental group (teacher-scaffolding writing) and 30 were assigned to the second experimental group (model-based writing). The preliminary data was gathered using pre-writing assessments that took the form of word essays. Following eight sessions, the learners completed an essay for the post-test, which was identical to the pre-test. The Independent-Samples t-test and Paired-Samples t-test, were used to analyze the writing accuracy pretest and posttest scores of the EFL learners as well as their OPT test results. Furthermore, a comparison of the posttest means scores showed that first experimental group had higher mean scores than second experimental group. Consequently, it can be concluded that, in comparison to model-based writing, teacher-scaffolding writing had a greater beneficial effect on enhancing participants' writing accuracy.
