Together with the development of the theoretical basis, the number of educational methods continues to grow. Shifting from passive methods to interactive methods of teaching and learning, the aims of nowadays education is to choose educational methods which promote active processes of cognition that develop the skills of learning such as self-assessment and cooperation. Interactive educational methods (IEM) help to realize those tasks, provide cooperation among teachers and students, and expand and improve students’ clinical decision-making abilities, self-centered learning, and critical thinking skills. The purpose of this study is to investigate the effect of such training on academic achievement and self-efficacy. To this aim, 110 EFL students of Islamic Azad University were asked to attend in the research which was designed as a pre-test, post-test study in the first semester of 2018-2019 academic year. The statistical samples were randomly selected and then assigned to three groups (two experimental groups and one control group). All the participants completed the self-efficacy Sherer questionnaire (Sherer, et al. 1982) and gained scores of the Kaufman Test of Educational Achievement (2004) for academic achievement. The experimental groups participated in 15 sessions of research methods in English language teaching and English language testing; one through educational technology and the other one through cognitive and metacognitive learning strategies. Data were processed using SPSS software version 22. The Findings represented that there was a significant difference between the mean scores of the post-test of the experimental and control groups regarding their academic achievement and self-efficacy variables. According to the results, the two interactive educational methods improved academic achievement and self-efficacy of students, and got students familiar with the practical and applied stages of conducting research.