To What Extent Does the Involvement Load Hypothesis Predict Incidental L2 Vocabulary Learning? A Meta-Analysis
Bibliographic Data
| ID | 3190372 |
|---|---|
| Authors | Akifumi Yanagisawa (0000-0002-7769-5758, University of Western Ontario, corresponding author), Stuart Webb (0000-0002-8297-4997, University of Western Ontario) |
| Year | 2021 |
| Volume | 71 |
| Issue | 2 |
| Pages | 487-536 |
| Publication date | 2021-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12444 |
| OpenAlex | W3118646112 |
| Language | EN |
| Citations received | 34 |
| References cited | 73 |
The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH (need, search, and evaluation), and (c) the influence of potential factors moderating learning (e.g., time on task, frequency of encounters or use, and test format). Results showed that the ILH was significantly predictive of learning and explained 15.0% and 5.1% of the variance in effect sizes on immediate and delayed posttests, respectively. We found that the evaluation component contributed to the greatest amount of learning, followed by need, whereas search did not contribute to learning. Moderator analyses revealed that (a) test format and frequency moderated learning gains and (b) involvement load had a greater impact on learning than time on task
Cognitive psychology · Incidental learning · Linguistics · Mathematics education · Meta-analysis · Moderation · Task (project management) · Task Analysis · Teaching method · Test (biology) · Vocabulary · Vocabulary development · Vocabulary Learning · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Second Language Acquisition and Learning · Social Psychology
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A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition
Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition
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| Unique citing works | 34 |
|---|---|
| Citations per year | 6,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 34 |