An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning
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Abstract
The present study aimed at examining the adequacy of the task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find out whether proficiency level of learners had a role in the effectiveness of the vocabulary tasks with different involvement loads. One hundred and thirty-six university students were randomly assigned into four task groups, each of which included upper and lower intermediate learners. Reading comprehension and discussion, reading comprehension and gap filling, reading comprehension plus sentence-making and reading comprehension plus translation with different involvement loads were compared against each other in terms of the immediate and delayed retention of new words. The study partially supported the involvement load hypothesis in that the task with the highest involvement loads resulted in better immediate and delayed retention of new words. The results of the experiment also showed that tasks with similar involvement loads might not result in similar amounts of vocabulary learning.
Keywords: Task-induced involvement, load hypothesis, vocabulary learning, word retention, task.
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