The Effect of Audio Input Flood on Iranian EFL Learners’ Learning and Retention of Intensifiers

The present study aimed to examine the effect of audio input flood on learning and retention of English intensifiers by Iranian EFL learners. To this end, pretestposttest control group quasi-experimental design was employed. Forty male sophomore students participated in the study. They were assigned into two groups: an audio input flood group (experimental group) and a control group. In order to assure the homogeneity of the participants, English – Beginner Test was administered at the commencement of the study. Before the treatment, a pre-test on English intensifiers was used to ensure that the participants were unfamiliar with the target forms. The experimental group received English intensifiers through audio input flood. The control group was instructed through conventional methods. ANCOVA was used as the statistical test to analyze the data. The findings indicated that the participants who were instructed through audio input flood significantly outperformed their control group counterparts regarding both immediate and delayed post-tests. Finally, the implications of the findings for EFL teaching were also discussed.