On the Enhancement of the Grammar Among Iranian EFL Students: Reading Input Flooding or Listening Input Flooding

Input in grammar instructions have encountered crucial challenges on the part of the teachers; therefore, different techniques such as input enhancement and input flooding are suggested to tackle this issue. These methods of instruction can facilitate the process of input selection by L2 learners and point to the possible effects of focusing learners’ attention to the particular aspects of the input, and thus facilitate cognitive processing. The present study compared the effects of reading input flooding and listening input flooding techniques on Iranian EFL learners’ grammar knowledge.  Participants were 50 intermediate EFL learners selected from a whole population pool of 68 based on the results obtained from Nelson test.  To investigate the effect of input flooding on Iranian EFL learners’ grammar knowledge, the participants were randomly divided into two groups of 25; that is, reading input flooding group and listening input flooding group.  After a grammar pretest, the reading flooded input group was exposed to the numerous examples of the target structures through reading while the listening group was given relatively the same task, but through listening.  After the treatment, the participants took a grammar posttest. Independent samples t-test was run to analyze the data gathered from the learners’ performance on the pretest and posttest.  The results of the study indicated that the reading input flooding group significantly outperformed the listening input flooding group.