Towards an Empirical Application of the Involvement Load Hypothesis to University EFL Students' Vocabulary Acquisition and Retention

Al-Hadi, Taher Mohammad

doi:10.12816/0022290

Cited by 1 publication

(3 citation statements)

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“…Based on vocabulary learning research in the context of FL learning, "Once the learner has decided to start the journey of inferring the meaning of an unknown word, he can resort to different types of tools to accomplish, successfully or unsuccessfully, meaning; i.e., knowledge sources and word guessing strategies" (Khatib and Nourzadeh, 2012 ) . Ahmad (2012) (as cited in Al-Hadi (2015) shows that in contrast to incidental vocabulary learning, intentional vocabulary learning is the process of cramming the meaning of the new words without undergoing cognitive process. It almost always leads to greater and faster gains as well as better retention; it is more effective because it is more focused and goal-directed (Lehmann, 2007& Schmitt, 2008.…”

Section: Literature Reviewmentioning

confidence: 99%

“…All the three components of the involvement load hypothesis can be present absent when processing a word in any task whether natural designed-based or artificially designed-based task Al-Hadi (2015). The main presumption of the ILH is that retention of the unknown words is depends, in general, upon the degree of involvement in processing these unknown words.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many studies (Soleimani, 2015;Fatalaki 2014;Ghabanchi, Davoudi & Eskandari 2012;Feng 2013;Jing & Jianbin 2009;Al-Hadi 2015) investigated the effects of using involvement load hypothesis in teaching and learning language. These studies mentioned that involvement load hypothesis helps learners to communicate effectively in their target language.…”

Section: Literature Reviewmentioning

confidence: 99%

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Involvement Load Hypothesis: A New Trend in EFL Contexts

Othman

2024

مجلة کلية التربية بالإسماعيلية

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This research is a proposal for applying ILH strategy in EFL curriculum. The study aimed at investigating the effect of the involvement load hypothesis-based strategy on developing the English vocabulary acquisition and retention. It was delimited to a random sample of seventy-five EFL first-year secondary school learners. The sample was divided into three equal groups. The instruments of the study included (1) a Vocabulary Familiarity Questionnaire (VFQ) for making sure that the target words and idioms that would be used in the current study were not familiar to the students, (2) a pretest for identifying the participant's current level and making sure that all the three groups were at the same level, and (3) a post-delayed test for identifying the effectiveness of the activities based on the ILHBS. Equivalent vocabulary pre-and post-delayed tests were designed. The researcher conducted the pretest, the involvement load hypothesis based-strategy (ILHBS) and the postdelayed test. Having collected the data, they were treated statistically. results of the study indicated that the first-year secondary school EFL learner's vocabulary acquisition and retention skills had been developed as a result for the ILH-based activities.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%