Writing anxiety is effective on writing performance. Although anxiety is not always an obstacle, controlling its probable damages can facilitate the learning process. The present study investigated the effects of peer, reciprocal, and distributed scaffolding on English as Foreign Language (EFL) learners' anxiety level. 120 IELTS candidates were randomly selected in an IELTS center in Iran. Prior to the course, the participants were interviewed about their perceptions toward anxiety and the ways to reduce it. Then, the participants were randomly placed in one control group and three experimental groups. In each of the experimental groups, one of the aforementioned scaffolding techniques was practiced by a trained IELTS teacher. The Second Language Writing Anxiety Inventory (SLWAI) was administered before and after the treatment, and the results were analyzed using Analysis of Covariance. The findings showed that only the reciprocal scaffolding group had a significant difference with the control group. Also, the use of reciprocal scaffolding had a significant effect only on cognitive anxiety. The qualitative analysis showed a general misperception and a pessimistic view toward the employment of reciprocal and peer scaffolding by the participants. These findings can have implications for all the stake-holders in language learning; especially IELTS test takers, teachers, and language institutes.

写作焦虑对写作成绩有效。虽然焦虑并不总是障碍，但控制其可能造成的损害可以促进学习过程。本研究调查了同伴、互惠和分布式支架对英语作为外语 (EFL) 学习者焦虑水平的影响。120名雅思考生在伊朗雅思中心随机抽取。在课程开始之前，参与者接受了关于他们对焦虑的看法以及减少焦虑的方法的采访。然后，参与者被随机分配到一个对照组和三个实验组。在每个实验组中，上述脚手架技术之一由受过培训的雅思教师进行练习。第二语言写作焦虑量表（SLWAI）在治疗前后进行，并使用协方差分析对结果进行分析。结果表明，只有互惠支架组与对照组有显着差异。此外，相互支架的使用仅对认知焦虑有显着影响。定性分析显示了参与者对互惠和同伴脚手架的普遍误解和悲观看法。这些发现对语言学习的所有利益相关者都有影响；尤其是雅思考生、老师和语言机构。定性分析显示了参与者对互惠和同伴脚手架的普遍误解和悲观看法。这些发现对语言学习的所有利益相关者都有影响；尤其是雅思考生、老师和语言机构。定性分析显示了参与者对互惠和同伴脚手架的普遍误解和悲观看法。这些发现对语言学习的所有利益相关者都有影响；尤其是雅思考生、老师和语言机构。