Research on second language (L2) acquisition has recently sought to include formal instruction into second and foreign language classrooms in a more unobtrusive and implicit manner. Textual enhancement and input enrichment are two techniques which are aimed at drawing learners' attention to specific linguistic features in input and at the same time keeping the activity meaning focused. Whereas previous studies conflated the effects of these two attention-drawing techniques on L2 development, the goal of the current study was to investigate the differential effects of these two techniques on the development of English articles by Persian EFL learners. To this end, 95 EFL learners received textually enhanced and enriched input in experimental groups and were compared with a control group. The results of data analysis indicate that enhancing the saliency of input was more effective than enriching the input with extra tokens of target forms. A number of theoretical and practical implications are discussed in the article.