The Efficacy of Audio Input Flooding Tasks on Learning Grammar: Uptake of Present Tense

This study sought to probe the role of input flooding through listening tasks on the uptake of simple present tense and the present progressive tense among pre-intermediate English as Foreign Language (EFL) learners. To comply with the objective, an experimental design was adopted. 55 pre-intermediate learners participated in the study. They were randomly divided into one control group, non-flooding group (NFG, N= 17), and two experimental groups including pre-task input flooding group (pre-IFG, N= 18) and post input flooding group (post-IFG, N=20). Pre-IFG received pre-task flooding while post-IFG received a post-task input flooding. To probe their improvement, the re-searchers administered a posttest on grammar to all three groups. A one-way ANOVA was run and the findings revealed that the three groups were homogeneous at the onset of the intervention. The results demonstrated that both pre-IFG and post-IFG were equally effective on the uptake of the tar-get grammatical forms and that the two groups outperformed NFG. The findings have implications for EFL teachers and materials developers.