Ertürk, Nesrin Oruç2023-06-162023-06-1620131697-7467https://hdl.handle.net/20.500.14365/4615Empirical evidence from studies investigating the output hypothesis lends at least some support to the notion that output might have beneficial effects on linguistic development in addition to- not in opposition to- the crucial role of input. This study attempts to address this issue by exploring the consequent effects of the input-output relationship and whether output, input processing or visual input enhancement can promote both the learning and retention of English. In a quasi-experimental design with three experimental and one control group, participants were presented the same linguistic item and data was collected with pre-post tests. Results reveal gains for the pushed output group; however, visually enhanced input fails to take the attention of learners to the linguistic item in the input.eninfo:eu-repo/semantics/closedAccessFocus on formProcessing instructionPushed outputVisually enhanced inputArticle2-s2.0-84879721328