Task effectiveness and word learning in a second language: The involvement load hypothesis on trial

Abstract

This study tests the claim that word learning and retention in a second language are contingent upon a task's involvement load (i.e. the amount of need, search, and evaluation it imposes), as proposed by Laufer and Hulstijn (2001). Seventy-nine beginning learners of Spanish completed one of three vocabulary learning tasks that varied in the amount of involvement (i.e. mental effort) they induced: reading comprehension (no effort), reading comprehension plus target word suppliance (moderate effort), and sentence writing (strong effort). Passive and active knowledge of the target words was assessed immediately after treatment and two weeks later. In line with the predictions of the Involvement Load Hypothesis, retention was highest in the sentence writing task, lower in the reading plus fill-in task, and lowest in the reading comprehension task. However, when time on task was considered, the benefit associated with more involving tasks faded. The results are discussed in light of form-focused vocabulary instruction.

Comics in the Classroom: Something to Be Taken Seriously

“…Keating (2008) supports claims by Laufer (2005) that by using a focus-on-form component of vocabulary instruction, word learning and retention are increased.…”

The Effects of Task-induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

“…This outcome is an important extension of Keating (2008), wherein word learning is highest in the sentence writing task (strong load), lower in the reading plus fillin task (moderate load), and lowest in the reading comprehension task (low load). In line with prior research focusing on tasks with varying degrees of involvement load (Laufer & Hulstijn, 2001;Teng & Zhang, 2015), the results of the present study indicate that learners benefit most from engaging in a task of the highest involvement load.…”

“…However, due to the contradictory results about the role of task-induced involvement load on vocabulary learning, we are still in need of further research to explore why this difference occurred. As suggested by Keating (2008), ILH in its current form has not made fine-grained differentiations between the relative load of each involvement. Factors that may have mediated the ILH need to be considered.…”

“…Some of the findings support ILH. For example, Keating (2008) and Teng (2015) documented that using new words in original sentences (strong evaluation) results in the greatest word knowledge, followed by reading plus fill-in-blank (moderate evaluation), and the reading comprehension task (evaluation is absent). Some of the findings partially support ILH.…”

Does Deeper Involvement in Lexical Input Processing during Reading Tasks Lead to Enhanced Incidental Vocabulary Gain?

“…Our initial hypothesis is that higher levels of involvement (with a focus on "search" involvement) are directly associated with memory enhancement processes, hence resulting in both increased immediate retention of new receptive vocabulary as well as increased long-term retention of new receptive vocabulary, in line with pertinent empirical findings and research testing the involvement load hypothesis (see Barcroft, 2004;Joe, 1998;Keating, 2008;Kim, 2008;Laufer & Rozovski-Roitblat, 2011;Martinez-Fernandez, 2008;Pulido, 2009;Schmitt, 1997Schmitt, , 1998. The results of our study support the increased learner involvement hypothesis, since the increased involvement dictionary-search group outperformed the non-search group in both tests.…”