The current study investigated whether visuallyinput enhancement-based instruction had any significanteffect on Iranian EFL academic students’ English collocationlearning. In addition, it explored whether auditory inputenhancement-based instruction had any significant effect onIranian EFL academic students’ English collocation learning.To this end, administering an Oxford Placement Test (OPT),the researcher selected 60 out of 134 senior Iranian male andfemale university students majoring English languageTeaching at Azad University, Tehran, Iran. Then, the selectedparticipants were divided into three equal groups as twoexperimental and one control groups. One experimental groupthrough visual input enhancement and another experimentalgroup through auditory input enhancement were taught.Visual or auditory input enhancement in the present studyinvolved highlighting special features of input that might gounnoticed under normal circumstances throughtypographically manipulating them. The findings revealed thatboth types of enhancement affected the performance of theparticipates and improved their collocation learning. Inaddition, the findings showed that visual input enhancementwas more effective than the auditory input enhancement.