The Impact of Input Flooding vs. Noticing through Reading on the Accuracy of Iranian Intermediate EFL learners Written Production

The present study was conducted to investigate the effect of implicit focus on form through input flooding and the effect of noticing, explicit focus on form on linguistic accuracy. To fulfill thepurpose of the study, 68 Iranian intermediate EFL learners of one of the language institutes were chosen by means of administering PET as the homogeneity test. These learners were pretestedthrough model essay and then based on the results of the pretest, four matched groups, one as thecontrol group and the others as experimental groups, were formed. Then, the four groups were provided with tasks through reading about the target structures in the study. Of course, the experimental groups were provided with focus on form implicitly and explicitly through inputflooding and noticing, while the control group was not provided with them. After twenty sessions of treatment, each ninety minutes, the four groups were post tested through another model essay. The data obtained from instruments used in the present study indicated that the instructionaltreatment, input flooding, did not have a significant effect on the acquisition of the target forms. The scores of the participants demonstrated that the second and third experimental groups outperformed the control group in terms of the average accuracy gains. The analyses of the data were done through the analysis of variance (ANOVA). Finally, it was concluded that implicit focus on form through input flooding combined with explicit focus on form, noticing, can lead to higher accuracy in oral production in comparison to input flooding, implicit focus on form