Task-induced involvement load and low-level learners’ vocabulary learning
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This study purposed to testify the Involvement Load Hypothesis (Hulstijn & Laufer, 2001) especially focusing on the learners of low level of English proficiency. A total of 180 students attending K university were divided into two groups: intermediate-low and low. The participants were randomly assigned to one of the three vocabulary tasks which are different in terms of involvement load index established by Hulstijn and Laufer (2001): reading comprehension (1), reading comprehension plus gap-filling (2), and unscrambling sentences (3). Prior to the task performance, a pretest intended to check the learners’ prior knowledge of the target words was executed. To measure the learners’ short-term learning and long-term retention, two posttests were administered: one time immediately after and the other time two weeks after task performance. The results showed that task-induced involvement load affected the learners’ short-term learning but did not influence on long-term retention. Likewise, proficiency level was proved significant in short-term learning but was not in long-term retention. Besides, no interaction effect between the two factors, task-induced involvement load and proficiency level, was found in this study. The results will be analyzed more in-depth and implications will be discussed based on the findings.
Abstract
This study purposed to testify the Involvement Load Hypothesis (Hulstijn & Laufer, 2001) especially focusing on the learners of low level of English proficiency. A total of 180 students attending K university were divided into two groups: intermediate-low and low. The participants were randomly assigned to one of the three vocabulary tasks which are different in terms of involvement load index established by Hulstijn and Laufer (2001): reading comprehension (1), reading comprehension plus gap-filling (2), and unscrambling sentences (3). Prior to the task performance, a pretest intended to check the learners’ prior knowledge of the target words was executed. To measure the learners’ short-term learning and long-term retention, two posttests were administered: one time immediately after and the other time two weeks after task performance. The results showed that task-induced involvement load affected the learners’ short-term learning but did not influence on long-term retention. Likewise, proficiency level was proved significant in short-term learning but was not in long-term retention. Besides, no interaction effect between the two factors, task-induced involvement load and proficiency level, was found in this study. The results will be analyzed more in-depth and implications will be discussed based on the findings.
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