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چکیده
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Abstract: The purpose of the present study was to investigate the effect of input and output-based instructions on Iranian elementary EFL learners’ speaking proficiency. Furthermore, this study sought to examine the effect of listening /reading exercises and speaking /writing exercises on elementary Iranian EFL learners’ speaking proficiency.To this end, 96 (49 female and 47 male) EFL learners from Kish language institute (KLI) in Hamadan province took part in the study by receiving 16 hours of treatment in one semester (two months).The participants were selected and then given a pre-test to verify their homogeneity, using IELTS exam speaking module. The result of descriptive statistics indicated a positive trend which to some extent showed the usefulness of the treatment as at the end of the experiment, in all four groups certain degree of improvement in subjects’ performance in all four groups could be detected. The results of three independent samples T-tests indicted that there were statistically no significant difference between: a) input and output-based methods with regard to their effects on Iranian EFL learners’ speaking proficiency, b) listening and reading-based exercises -as two forms of input-based instruction- with regard to their effects on Iranian EFL learners’ speaking proficiency, and finally c) speaking and writing-based exercises–as two forms of output-based instruction- with regard to their effects on Iranian EFL learners’ speaking proficiency. Furthermore, the result of descriptive statistics indicated the presence of certain positive trends as generallysubjects in input-based instruction groups showed more positive outcome in their performance than subjects in output-based instruction groups, listening-based exercises indicated more positive ternds than reading-based exercises, and lastly, writing-based exercises indicated more improvement than speaking-based exercises. Since the result of study indicated no significant difference between inpu
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