Zahra Akbarifar - MA Alumnus of South Tehran Branch, Payamenoor University, Tehran, Iran

The study aimed at clarifying the effects of input-based and output-based activities on Iranian EFL learners' pronunciation improvement. The research carried out on ۶۰ pre-intermediate female students. The participants divided into three groups, considering one as the control group and the other two as experimental groups. The first experimental group (group A) was based on only input design. They only received input (both written and audio) from the teaching materials mentioned earlier for ۸ sessions, each lasting an hour. The second experimental group (group B) was based on only output (both written and oral). Like group A, they were instructed for ۸ sessions each lasting an hour. The control group did not receive any instruction. The results of the test showed that the students in the experimental groups outperformed the students in the control group and also the result of the paired t-test revealed no statistically significant differences between the two mean scores. Accordingly, there is no improvement in the output-based activities group and based on these result input-based activities are more effective on EFL learners’ pronunciation development. The product of this study can help curriculum designers; language instructors and practitioners appreciate the importance of input-based and output-based activities

“development”, “EFL learners”, “input-based and output-based activities”, “pronunciation”.