Video-based journaling involves learners recording reflective monologues in response to scenario prompts, creating a low-stakes, self-directed space for verbal practice and metacognitive processing. This study aimed at examining the effects of scenario-based video journaling versus role playing on Iranian EFL learners' speaking anxiety and agentic engagement. To achieve the goals of this study, a quasi-experimental study employing a non-equivalent pretest-posttest control group design was adopted using three intact classes through convenience sampling method which were assigned to two experimental groups and one control group with 20 learners in each. The treatment of the study was carried out over twelve instructional sessions across six weeks. Running ANCOVA (F(2, 56) = 7.53, p = .001, findings revealed that both scenario-based video journaling (p = .001) and role-playing (p = .006) diminish speaking anxiety of Iranian intermediate EFL learners, while the influences of these two techniques do not differ (p = .39). Similarly, ANCOVA (F(2, 56) = 10.86, p = .000) results showed that both scenario-based video journaling (p = .000) and role-playing (p = .006) boost agentic engagement, though the influences of these two techniques do not vary (p = .78). Finally, the study offers both learner empowerment and flexibility as well as a more integrated and scenario-driven approach to L2 resource creation.