The purpose of this study was to investigate the effects of instructional techniques (blended learning, jigsaw, and scaffolding) on Iranian EFL learners\' reading and learner-related traits (anxiety, attitude and motivation) in computer-assisted and conventional contexts. To this end, 171 male and female intermediate level Iranian EFL learners were selected based on cluster sampling. The Michigan Test of English Language Proficiency (MTELP) was administered to the participants to make sure that there were no significant differences among the participants in terms of their language proficiency level. There were three main groups and each group was randomly assigned to a different treatment condition. Group A was instructed through the blended learning technique, Group B through the jigsaw technique and Group C through the scaffolding technique. Three questionnaires were used to investigate learner-related traits of attitude and motivation as well as learners\' reading anxiety. These questionnaires were used twice in this study, at the beginning of the course as a pretest and at the end of the course as a posttest. Having given the tests and collected the data, the researchers utilized ANCOVA (Analysis of Covariance) to analyze the data. The results indicated that these techniques have a significant impact on reducing learners\' anxiety and improving their attitude, whereas they have no differential effect on learners\' motivation. These findings may have pedagogical and theoretical implications for language learners, teachers, materials developers and policy makers.

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