The pedagogical value of collocations has gained much attention in recent years. Collocations provide learners with a powerful organizing principle for language. The present study aimed to examine the efficiency of enhancing the input data provided via reading including frequent collocations in writing restatements of EFL students. Therefore, the independent variable was input enhancement in the use of frequent collocations via reading and the dependent variable was EFL learners' restatement in writing. The sample in this study consisted of 60 intermediate EFL learners of both genders registered in the Attar language institute in Tehran. They were randomly assigned to 30-member experimental and control groups. A teacher-made language achievement test was administered as a pre-test and post-test following the placement test of the Oxford series "Solutions." The experimental group received the instruction under enhanced input within the given reading texts. However, the control group received a regular type of instruction. The findings revealed that the scores obtained by students performing in the control group were considerably lower than the ones in the experimental group who received enhanced texts as input.