This study sought to probe the role of input flooding through listening tasks on the uptake of simple present tense and the present progressive tense among pre - intermediate English a s Foreign Language ( EFL ) learners. To comply with the objective, an experimental design was adopted. 55 pre - intermediate learners participated in the study. They were randomly divided into one control group, non - flooding group (NFG, N= 17), and two experim ental groups including pre - task input flooding group (pre - IFG, N= 18) and post input flooding group (post - IFG, N=20). Pre - IFG received pre - task flooding while post - IFG received a post - task input flooding. To probe their improvement , the r e- searchers admini stered a posttest on grammar to all three groups . A one - way ANOVA was run and the findings revealed that the three groups were homogeneous at the onset of the intervention. The results demonstrated that both pre - IFG and post - IFG were equally effective on t he uptake of the ta r- get grammati cal forms and that the two groups outperformed NFG. The findings have implications for EFL teachers and materials developers. Manuscript profile