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The present study sought to examine the effects of output on college students' noticing and learning of a target feature and to investigate the relationship between noticing and learning of the target feature through the activities of producing the target feature. It also attempted to examine whether such effects and relationships vary depending on the students' prior knowledge of the target feature. To this end, four intact classes of 107 college students were randomly assigned to an experimental group and a control group, whose participants were further divided into three levels (i.e., beginning, intermediate, and advanced) based on their pretest scores. The experimental group performed two picture-cued writing tasks, each of which required the learners to describe the pictures provided within a certain context, followed by the presentation of a model description and a second writing opportunity. The major findings from the statistical analyses showed that output had positive effects on the noticing and learning of the target feature, irrespective of the amount of the learners' prior knowledge. Furthermore, the noticing and learning of the target feature through output had moderate relationships among the beginning level of the participants. Pedagogical implications and directions for further studies are provided.