الفهرس 
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Abstract
This study aims to investigate how using a modified output (MO) as an input can affect the second language acquisition process. It looks into the role of the modified output in enhancing the metacognitive awareness of students and facilitating the language acquisition process. The study examines whether this role of MO can improve or worsen the linguistic competence of students. This investigation goes in the light of the Comprehensible Output theory developed by Merrill Swain in 1980s. The participants of the study are 16 EFL college students at the intermediate level. A series of assignments and reflection entries are used to analyze the progression or regression in the learners’ linguistic performance in writing.
Results of this study indicate that output is seen to be an essential part in the learning process as it pushes learners to notice and explore their own language abilities, gives them opportunities to test their hypothesis and engages them in syntactic processing of language. Therefore, output can improve learners’ language proficiency, based on a few suggestions given by this thesis on teaching writing classes to EFL learners.
The study is divided into the following chapters:
Chapter one: Introduction
This chapter includes background information about the topic. The chapter also introduces the objectives and significance of this study as well as the key research questions of this study.
Chapter two: Review of Literature and Theoretical Framework
This chapter provides an overview of the previous studies done on the second language acquisition process, and the role of output in it. It includes background information and definitions of key terms in the study. This chapter also discusses the theoretical framework in the light of which this study is conducted in addition to other relevant theories in the same field of study. It looks at related studies with the aim of highlighting the new insights that this research introduces.
Chapter three: Methodology and Data Collection
This chapter aims to explain the design of this study and various methodologies used in gathering the data. The chapter shows first of all the hypotheses of this study. Then, it provides a detailed description of the study’s design. This includes information about the participants of this study, the procedures, the study’s approach, and data collection method and its management.
Chapter four: Data Analysis
This chapter provides a quantitative and qualitative analysis of the data gathered for this study. The quantitative analysis includes both grammatical and lexical analysis of the errors made by the participants in writing. The qualitative analysis shows an analysis of the learners’ responses in the reflection entries. Finally, this chapter aims to demonstrate the data analysis that serves in reaching the final conclusion of this experiment.
Chapter five: Findings and Conclusion
This chapter discusses the findings and conclusion of the study based on the analysis of the data which was presented in the previous chapter. This chapter also provides recommendations for further research. The objective of this chapter is to present the answers, reached by the researcher, to the proposed research questions concerning the role of students’ output in improving their writing abilities and the learning process as a whole.