The Effect of Input-based (Input-Enhancement), Output-based (Noticing the Gap) and Traditional Instruction on Improving the Grammatical Knowledge of EFL Learners

This study examined the effects of three types of grammar instruction that is, input-based, output-based, and traditional grammar instruction on EFL learners’ grammar learning. This quasiexperimental research employed a pre and post-test group design. Forty five Iranian secondary school students were selected from Nour School in Ardabil. These students were divided into three groups, that is input-based group, output-based group, and traditional group. Before the treatment, a placement test was administered to assess the participants’ homogeneity. Then the pre-test was administered to each group in order to assess the participants’ knowledge of the FL structure (i.e., simple past tense). After the last treatment session, a post-test was administered. The result of Paired-samples T-tests for all three groups showed improvement from pre to posttest scores. Scores were analyzed through one-way ANOVA. Results revealed that the participants in the output-based group outperformed participants in the other two groups (input-based and traditional groups).