Speaking is an English ability that learners should acquire. Nevertheless, learners had several speaking difficulties, one of which was a fear of making errors when speaking in English. Therefore, this study investigated the effects of the scaffolding method on enhancing Iranian EFL learners’ speaking achievement. To meet this end, a sample of 61 Iranian EFL learners were chosen from a total of 87 participants based on their Oxford Placement Test’s (OPT, 2007) performance. They were picked out of a private English language school. Their English proficiency was at the intermediate level. The target participants were then randomly divided into two groups: one control group (conventional group) and one experimental group (scaffolding group). Intermediate proficiency level was the primary criterion that had to be met for the learners to be chosen as respondents in this study. Their speaking competence was calculated by speaking section of PET as pretest. This pretest speaking contained different parts like interviews. In the next phase, the treatment was administered. For the scaffolding group, the instructor offered flexible occasions to exercise their skills, knowledge, and learning methods in diverse settings and for different targets. Carrying out the dialogs and designing questions from the texts, making conversations based on the picture and the question cards, were applied as scaffolding techniques. The control group, on the other hand, took part in typical speaking courses using customary methods of instruction. The teacher provided the pupils with a piece of recent news and a video episode of recent events in order to employ authentic language—language as it is used in a real situation. Finally, the two groups’ performances were posttested by PET speaking section. The performance of the two groups was compared, also the results of their pretest and posttest were contrasted. The inferential statistics including independent samples t-test and paired samples t-tests findings showed that there was a substantial difference between the experimental groups and the control group posttests. The results indicated that the experimental group significantly outperformed the control group ( p < 0.05 ) in the speaking posttest, showing that applying scaffolding to experimental group was effective. The study has several educational implications that are highlighted.

With the arrival of Covid-19, education at all levels had a 180° turn so our research has as its main objective to describe the level of digital competence in teachers after having experienced two years with digital competencies which will be evaluated by students, this research is descriptive, cross-sectional and correlational with a quantitative approach, with a sample of 1045 students from state and private universities who participated in the online survey, an evaluation instrument was used with 21 questions divided into 6 parts, resulting in Cronbach's Alpha optimal for its application in the Peruvian context, analyzing with different statistical tests resulting in significant values such as Bartlett's sphericity with Chi-square approximation (35573, 691) with gl. 210 and value of Sig. .000, in the Kaiser-Meyer-Olkin test (0.975) and with the goodness of fit test with the Chi-square 5922,091 with gl 189 and value of Sig. .000. Concluding that they should continue with the training to be updated and be prepared for any future event.