A Critical Examination of Input and Output Enhancement Techniques in Grammar Instruction for Saudi EFL Students

Mastering the grammatical structure of the English language is an indispensable prerequisite for effective communication. To achieve optimal grammar instruction, a delicate equilibrium must be struck between facilitating advancements in both input and output modalities. These instructional interventions strive to impart language skills that prioritize communication effectiveness while integrating form-focused instruction. Within the communicative classroom framework, numerous strategies exist for proficiently teaching grammar. The participants of this study consisted of level-one students enrolled in the Department of English, College of Science and Humanities, at Sharqra University during the first semester of the academic year 1445 H. The researcher implemented a strategy centered on augmenting both input and output to facilitate the acquisition of grammar within meaningful and communicative contexts. The findings reveal that the proposed instructional strategy effectively enhanced the grammatical proficiency of the students. Moreover, the provision of carefully timed combinations of metalinguistic feedback and recasts proved highly effective in improving students' grammatical competence. It is recommended that EFL instructors incorporate appropriate blends of input and output enhancement techniques to deliver efficient grammar instruction to their students.