Task-induced Involvement Load, Vocabulary learning and Reading Comprehension Among Iranian Intermediate English as a Foreign Language Learners
Bibliographic Data
| ID | 22218894 |
|---|---|
| Authors | Seyedeh Mitra Khodaparast (Islamic Azad University, Yazd), Mohammad H Keshmirshekan (0000-0001-9040-3046, Kharazmi University) |
| Year | 2021 |
| Volume | 4 |
| Issue | 11 |
| Pages | 210-218 |
| Publication date | 2021-11-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Linguistics Literature & Translation (JOURNAL) |
| Journal identifiers | ISSN: 2617-0299 • E-ISSN: 2708-0099 |
| Publisher | Al-Kindi Center for Research and Development (PUBLISHER) |
| DOI | 10.32996/ijllt.2021.4.11.23 |
| OpenAlex | W3216831842 |
| Language | EN |
| References cited | 10 |
The importance of vocabulary in a second language is so self-axiomatic that it renders learning and teaching a must. The present study aimed to explore whether the manipulation of the task components, as proposed by Laufer and Hulstijn, affected the acquisition of English vocabularies by EFL learners. The present study followed an experimental design in that it used pre-test and post-test to collect data from the participants. The current research included 50 EFL students from two private English language institutions in Yazd, Iran. The study included two distinct reading tasks that placed varying loads on participants. The two reading texts were controlled for their difficulty level: one with the high level of involvement load and the other with lack of involvement load, thus two experimental groups. There was a reading comprehension exam for those who participated in the first experimental group (with a high involvement load). Reading comprehension was assessed using the first Vocabulary Knowledge Scale (VKS1), which measures vocabulary knowledge. The second reading comprehension assignment was simultaneously presented to the second experimental group (the one with a low involvement load). After two weeks, they were administered VKS2, and their results were recorded. Analyzing the data was done by using independent t-tests. Exposure to high levels of involvement load has been shown to impact vocabulary development in English learners. This is despite respondents being able to recall more words from high-involvement vocabulary acquisitions than from low-involvement vocabulary acquisitions. Findings from this study may be used to construct practical tasks of reading with suitable degrees of difficulty for English language learners (EFL/ESL) teachers and vocabulary instructors
Comprehension · Foreign language · Linguistics · Mathematics education · Reading comprehension · Vocabulary · Computer Science · Educational and Psychological Assessments · Engineering · Psychology
Linguistics in language teaching
Learning Vocabulary in Another Language
Reading and “Incidental” L2 Vocabulary Acquisition
Incidental vocabulary acquisition in a second language
The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition
Contribution of Multiple Intelligences to L2 Writing of EFL Learners
Cooperative Learning Strategy
Metacognitive Learning Strategies
A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners
Manipulation of the Involvement Load of L2 Reading Tasks
| Highly cited | No |
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