The triangle of sender-media-receiver is the necessary chain for any human interaction. In language learning field, learners are always focused as the decisive elements in communications; hence, the importance of the adversities to be confronted and the unpredicted resilience learners might show are affected by many factors, importance of which spotlighted as responsibility index in the present paper. Implementing quantitative data collection method in a quasi experimental mode research, the present study aimed at highlighting responsibility index of EFL learners through comparing two groups of 25 intermediate EFL learners in Iran in the first semester of academic year 2019-2020. The researchers utilized the instruments of accredited test and questionnaire. The fifty successful participants aging within 20 and 32 were chosen from the subject pool of 113 intermediate EFL university students with intermediate level of English language proficiency. The experimental group was assigned to put on the responsibility of assisting their peers with their linguistic problems. An accredited responsibility questionnaire was administered to both experimental and control groups before and after the treatment. The results of the data analysis and one way ANOVA revealed that the responsibility of the experimental group has affected and enhanced their own academic performance and uptake. The results would be interesting for teachers, syllabus designers and stakeholders as turning others into significant others might enhance the uptakes of learners as shifting from pushed input towards pulled output would occur.