Most research studies show the focus of EFL courses in the Iranian educational context is on speaking in private language schools and on grammar, reading and vocabulary in state schools. Consequently, more research regarding writing is required in the Iranian EFL context. The present study sets out to investigate the effects of input enhancement and input flooding of the present simple and continuous tenses on Iranian EFL learners’ writing. Moreover, the study examined learners’ perceptions of the efficacy of the two input types for improving writing. The participants were 60 EFL learners in three groups of 20. In experimental group one, present simple and continuous tenses in texts were enhanced via underlining, boldfacing, italicization, capitalization, colour coding and using different font sizes. In experimental group two, learners received flooded materials via increasing the frequency of tenses. The control group was exposed to the same texts; however, the texts were neither enhanced nor flooded. After the treatment, the three groups received the writing posttest. To explore learners’ perceptions towards the efficacy of input types for improving their writing, five participants in each experimental group were interviewed. The results indicated that both input enhancement and input flooding positively affected learners’ writing.

中文翻译：

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输入泛滥、输入增强和写作表现：效果和感知

大多数研究表明，在伊朗教育背景下，EFL 课程的重点是在私立语言学校的口语和在公立学校的语法、阅读和词汇。因此，需要在伊朗 EFL 背景下进行更多关于写作的研究。本研究旨在调查当前简单和连续时态的输入增强和输入泛滥对伊朗 EFL 学习者写作的影响。此外，该研究调查了学习者对两种输入类型对提高写作能力的看法。参与者是 60 名 EFL 学习者，每组 20 人。在实验第一组中，通过下划线、粗体、斜体、大写、颜色编码和使用不同的字体大小来增强文本中的简单现在时和连续时态。在实验组二中，学习者通过增加时态的频率来接收淹没的材料。对照组接触相同的文本；然而，文本既没有增强也没有泛滥。治疗结束后，三组进行写作后测。为了探索学习者对输入类型对提高写作效率的看法，每个实验组的五名参与者接受了采访。结果表明，输入增强和输入泛滥都对学习者的写作产生积极影响。每个实验组的五名参与者接受了采访。结果表明，输入增强和输入泛滥都对学习者的写作产生积极影响。每个实验组的五名参与者接受了采访。结果表明，输入增强和输入泛滥都对学习者的写作产生积极影响。