The Influence of Input Enhancement and Input Flooding on Writing Performance Among Jordanian EFL Learners

Abstract

This research investigates the potential efficacy of input enhancement and input flooding as form-focused instruction (FFI) techniques in enhancing the acquisition of conjunctions by Jordanian English as a foreign language (EFL) learners and improving their writing performance. Seventy-two university students of English language literature and translation participated in the study. The participants were divided randomly into three groups, a control group of (24) which received traditional teaching of paragraph writing and conjunctions; and two experimental groups; the first experimental group of (24) which received instruction on conjunction using input enhancement (IE group), while the second experimental group of (24) received instruction on conjunctions using input flooding (IF group). Descriptive statistics, Analysis of Covariance (ANCOVA), and Multivariate Analysis of Covariance (MANCOVA) were used to analyze the data. The findings demonstrated that IE and IF enhanced students' writing abilities and positively impacted their learning of conjunctions, with a greater effect on IE due to the explicit instruction it involved. Thus, language instructors, curriculum designers, and researchers can utilize the pedagogical implications and recommendations from the current study.