This study investigates the relative effectiveness of four types of input-enhanced instruction on the development of Iranian EFL learners' production of pragmatically appropriate and grammatically accurate suggestions. Over a 16-week course, input delivered through video clips was enhanced differently in four intact classes: (1) metapragmatic explanation (n = 21), (2) form-comparison (n = 21), (3) typographically enhanced input along with input flooding (n = 25) and (4) meaning-focused (n = 28). The four treatment groups were compared with a control group (n = 15) on pre-test and post-test performance, each test comprising two production tasks: leaving a message on an answerphone and sending an email. The results revealed that the treatment groups improved on the post-test in comparison to the pre-test, outperforming the control group. Although this improvement was significant for all four treatment groups on the email task, the form-comparison and the metapragmatic explanation groups performed significantly better than the other two treatment groups on the answerphone task. This study proposes that pedagogic treatment in this area of research is better operationalised by degree of input enhancement than by dichotomies such as explicit versus implicit or deductive versus inductive learning.