The current research study was conducted to examine the impacts of focused and unfocused audio-appended reading tasks on female EFL learners' acquisition of a rule-bound structure (passive voice) and a non-rule-bound structure (prepositions). The participants of this study involved ninety intermediate female English learners. They were assigned into four experimental and two control groups on the basis of the instruction they were exposed to. The learners were instructed for ten sessions via focused and unfocused reading tasks. In the last session, the posttest of the study which included a rendering task was administered among the learners to measure their grammatical development. The results of the current research revealed significant differences between the performances of focused and unfocused groups in terms of the production element of accuracy in both rule-bound and non-rule-bound structures. The results of the current research showed that the learners who were exposed to focused audio-appended reading tasks outperformed the learners who were instructed by means of unfocused audio-appended reading tasks. The results of the current study can be helpful for researchers in the field of second language acquisition (SLA), language teachers, and syllabus and task designers.