Task-induced Involvement Load Research Articles

과업 유형이 고등학교 영어 학습자의 동사 하위범주화 자질 학습에 미치는 영향

Purpose: This study investigated the influence of task involvement levels on Korean high school students' learning of verb subcategorization knowledge. Based on the Task-induced involvement load hypothesis in vocabulary acquisition, we analyzed whether different tasks with varying levels of involvement affect the learning of sentence structures inevitably derived from verbs. Methods: Sixty homogeneous Korean second-year high school students were selected and were divided into three groups, for applying different types of tasks. We used nine verbs belonging to the “putting verb” category, and different levels of task involvement were presented to each group. Pre- and post-tests were conducted to assess the students' knowledge of verb subcategorization. Results: The results indicated that there was no statistically significant difference between task involvement levels and learning of verb subcategorization. Furthermore, a discrepancy was observed between the proficiency levels determined by the national English test and the knowledge of verb subcategorization. Conclusion: The distinction in task involvement did not significantly affect the learning of the subcategorization features of verbs. However, given the disparity between knowledge of verb subcategorization features and nationwide English proficiency assessment results, it is proposed that there is a need for English education to develop proficiency in verbal communication skills.

Investigating the Impact of Task-Induced Involvement Load on Incidental Second Language Vocabulary Acquisition through

Investigating the Impact of Task-Induced Involvement Load on Incidental Second Language Vocabulary Acquisition through

The effects of task-induced involvement load and gloss languages on incidental L2 vocabulary learning

The current study investigated the interaction between task-induced involvement load and the languages used in vocabulary glosses on incidental second language (L2) word learning in low proficiency learners of English as a foreign language (EFL). Using computer-based tasks, the study also probed whether a task with a higher level of involvement load promoted a greater learner engagement with unfamiliar words, as measured by their hypertext gloss lookup frequencies. A total of 160 Thai EFL learners were equally divided into five task conditions based on the relative level of involvement load (low, high) and type of target word gloss (no glosses, L1 glosses, L2 glosses). The findings suggest that a task with a higher level of involvement load and first language (L1) glosses is most conducive to L2 word learning and that gloss language can mediate the effect of involvement load. Moreover, a task with a higher level of involvement load prompted learners to be more engaged with unfamiliar L2 words, irrespective of gloss language. The study provides partial support for the Involvement Load Hypothesis and reveals the differential effects of L1 and L2 glosses on L2 learning, which were not taken into account in the hypothesis. Pedagogical implications are also discussed.

The Effects of Task-Induced Involvement Load on Incidental Second Language Vocabulary Acquisition through Reading

This dissertation intends to examine the effects of task-induced involvement load on the L2 incidental vocabulary acquisition through reading. Task-induced involvement load is operationalized through manipulating the components of need, search and evaluation to show the relevance of L2 incidental vocabulary acquisition. It will intend to do this by using three major variables: task-induced involvement load, initial vocabulary learning and medium-term vocabulary retention. The chapter starts by providing reasons for why incidental vocabulary acquisition through reading has been the focus of this study. The chapter then continues by summarizing how the existing literature helped shape the focus on the Involvement Load Hypothesis in the current study. Finally, a general overview of the structure of this dissertation will be given in the last section.

과업유형과 어휘 구체도가 숙달도 수준이 다른 한국 대학생들의 어휘학습에 미치는 영향: 관여도 가설을 중심으로

This study investigates the claim that task-induced involvement load has an effect on vocabulary learning and examines the effect of task types and word concreteness on intentional vocabulary learning in the Korean EFL context. This study aims at testing whether productive word-focused tasks lead to equally effective vocabulary learning when the total involvement load index is equal but the distribution of index levels of each component (need, search, and evaluation) is different. The three productive word-focused task types are gap-fillig, sentence writing, and gap-filling through word transformation. In addition, in order to investigate the effect of word concreteness on vocabulary learning, two groups of target words were selected based on the level of word concreteness. In sum, the results of this study generally supported involvement load hypothesis (Laufer & Hulstijin, 2001) and test types and proficiency levels proved to be important variables that affect vocabulary learning. Moreover, the findings also indicated that word concreteness was not a major factor in vocabulary learning. The pedagogical implications and further suggestions are discussed.

Task-induced Involvement Load, Vocabulary learning and Reading Comprehension Among Iranian Intermediate English as a Foreign Language Learners

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.

Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition

This study examined the effects of involvement load-based tasks on vocabulary learning in a foreign language, as well as the extent to which task effects are predicted by learners’ metacognition (i.e. metacognitive knowledge and regulation). A total of 120 Chinese university students of English as a foreign language (EFL) were randomly assigned to four task conditions: (1) reading; (2) reading + gap-fill; (3) reading + writing; and (4) reading + writing with the use of a digital dictionary. The Vocabulary Knowledge Scale was adapted to measure condition effects. The Metacognitive Awareness Inventory was used to examine learners’ metacognitive knowledge and regulation. Results revealed that the group of learners who completed reading + writing tasks with the use of a digital dictionary demonstrated the best performance in acquiring receptive and productive vocabulary knowledge, followed by the reading + writing group, the reading + gap-fill group, and, finally, the reading only group. Multiple regression analysis supported the predictive effects of metacognitive regulation on task-based vocabulary learning. Structural equation modelling presented an overall profile of task-based vocabulary learning and metacognition. Based on the findings, we proposed a framework to understand the relationship between learners’ metacognition, task type, and L2 vocabulary learning.

과업의 관여 부담 수준과 작업 기억이 고등학교 영어 학습자의 제2언어 어휘 학습에 미치는 영향

This study investigated the effects of task-induced involvement load and working memory on Korean high school English learners' vocabulary acquisition and long-term retention. Sixty-six students were divided into three groups and experienced three different tasks that differed in terms of their involvement load: 1) gap-filling, 2) unscrambling sentences, and 3) writing original sentences. Each group took a post-vocabulary test comprising two subtests―form recognition and meaning recognition―immediately after the treatment and one week later. Results showed that the students who performed the task of writing original sentences, which was assumed to have the highest involvement load, gained the highest scores in the immediate meaning recognition test. Further, working memory of the students had a weak but statistically significant correlation with the short-term learning of both form and meaning and the long-term retention of meaning. More detailed findings are presented along with suggestions for pedagogy and future research.

An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning

The present study aimed at examining the adequacy of the task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find out whether proficiency level of learners had a role in the effectiveness of the vocabulary tasks with different involvement loads. One hundred and thirty-six university students were randomly assigned into four task groups, each of which included upper and lower intermediate learners. Reading comprehension and discussion, reading comprehension and gap filling, reading comprehension plus sentence-making and reading comprehension plus translation with different involvement loads were compared against each other in terms of the immediate and delayed retention of new words. The study partially supported the involvement load hypothesis in that the task with the highest involvement loads resulted in better immediate and delayed retention of new words. The results of the experiment also showed that tasks with similar involvement loads might not result in similar amounts of vocabulary learning. Keywords: Task-induced involvement, load hypothesis, vocabulary learning, word retention, task.

Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment

Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment

L2 Incidental Vocabulary Learning From Gloss: Task-Induced Involvement Load and Contextual Specificity

L2 Incidental Vocabulary Learning From Gloss: Task-Induced Involvement Load and Contextual Specificity

A REVIEW OF LITERATURE ON TASK-BASED VOCABULARY TEACHING AND LEARNING

There have been numerous research studies which claim that the use of learning tasks is an effective means in facilitating second language teaching and learning context. The major argument is that the application of tasks give rise to a communicative learning ambience in classrooms which gives second language learners ample opportunities to negotiate with one another in authentic and meaningful contexts and hence be able to attain a desirable level of fluency when it comes to the acquisition of a second language. The emergence of the influential task-based language teaching (TBLT) approach, which is seen as an alternative to the more traditional Presentation-Practice-Production procedure (PPP) in ESL classrooms has since prompted many researchers and practitioners to examine the promise of TBLT, the relevance and practicality of incorporating TBLT in classroom practice as well as gauge the overall effectiveness of TBLT. While TBLT is quite common in teaching the major language skills, this review paper will focus on the use of tasks in facilitating the learning and teaching of English vocabulary in ESL contexts. This paper will especially highlight studies that examine selected features of tasks and discuss. The task induced involvement load hypothesis proposed by Laufer and Hulstijn (2001) and how the hypothesis influences the design and use of tasks in the language classroom.

Role of Input and Output Task-induced Involvement in Korean EFL Learners’ Vocabulary Learning

The study investigated how task types such as input or output could affect Korean EFL learners’ vocabulary learning at both short- and long-term periods after treatment. Forty two college students in Korea were randomly assigned to one of the four tasks. Based on Involvement Load Hypothesis, each task induced the same or different involvement loads: Read without glossary (Input), Gap with glossary (Input & Output), Gap without glossary (Input & Output), and Sentence and write (Output). Receptive and productive vocabulary knowledge was measured right after the treatment and a month later. The output-oriented tasks were found to be more effective than the input-oriented tasks regardless of type of vocabulary knowledge. The current study concluded that modalities such as input or output other than task-induced involvement load can contribute to Korean EFL learners’ vocabulary learning. The pedagogical discussion will be made at the conclusion.

The effects of task-induced involvement load and input modality on incidental vocabulary learning

Knowing enough vocabulary is crucial for second language learners to comprehend and produce the language. Therefore, a substantial bulk of research has aimed at finding the most effective ways to acquire new words. The Task-induced Involvement Load Hypothesis (Laufer & Hulstijn, 2001) states that vocabulary tasks are efficient when they induce higher learner involvement. The present study investigated how tasks with the same involvement load but different input modalities (written vs. audiovisual) affect vocabulary learning at different proficiency levels. 236 Turkish (lower- or upper-intermediate) EFL learners performed six vocabulary tasks with three involvement loads and two types of input. Four tasks included gap filling or sentence writing with eight target words after reading a text or watching a video, while two tasks involved reading or video comprehension only. Productive and receptive word knowledge was tested through vocabulary post-tests which required the target form or meaning. Data were obtained by counting the percentage/number of the correct forms and meanings. The results showed that for receptive word knowledge, sentence writing (higher involvement load) was more effective than gap filling (lower involvement load) for both levels regardless of input type, but the audiovisual input fostered more knowledge among the upper-intermediate learners. As for productive word knowledge, the pairing of gap filling with the written input and sentence writing with the audiovisual input was more effective for both levels. While these findings partially confirm the predictions for receptive word knowledge, they also highlight the role that input modality plays in productive word knowledge. Keywords:Â Incidental vocabulary learning; task-induced involvement load; task efficacy; input type; productive and receptive word knowledge

The Role of Task Types and Prior Word Knowledge in Incidental Vocabulary Learning

The current study tried to verify the role of the task-induced involvement load (Laufer & Hulstijn, 2001) in vocabulary learning. This study was...

과업 유발 관여도와 능숙도가 중학교 영어 학습자의 어휘 학습에 미치는 영향

This study aims to investigate the role of task-induced involvement and proficiency in the vocabulary development of adolescent Korean EFL learners. A total of 203 middle school students in Daejeon were assigned to 4 groups on the basis of the amount of task-induced involvement and the level of proficiency: Group 1 (low involvement + high proficiency), Group 2 (low involvement + low proficiency), Group 3 (high involvement + high proficiency) and Group 4 (high involvement + low proficiency). Immediate learning and delayed retention of 10 unfamiliar words were examined. Statistical analyses revealed that task-induced involvement load and proficiency played a significant role in both short-term vocabulary learning and retention. No interaction effect was observed between the two variables. These results suggest that a high level of task-induced involvement is important in the vocabulary development of middle school students at different proficiency levels. Pedagogical implications of the findings are discussed, and directions for further research are suggested.

"Task-Induced Involvement Load in Korean EFL Adult Learners’ Incidental Vocabulary Learning"

The purpose of this study is to testify the Involvement Load Hypothesis (Hulstijn & Laufer, 2001) especially focusing on Korean adult learners. A total of 55 adult learners of two proficiency levels completed one of the three vocabulary tasks which are different in terms of involvement load index established by Hulstijn and Laufer (2001): reading comprehension (1), gap-filling (2) and unscrambling sentences (3). To measure the effectiveness of different task-induced involvement, a pre-test was administered to check both the participants` pre-knowledge regarding the 10 target words and to prove homogeneity of three assigned subgroups. Then, two post-tests were implemented, one immediately after the treatment and one two weeks after, to measure their short-term learning and long-term retention on the target words. For the adult learners, the difference of involvement load was a significant factor in short-term learning, whereas it was partially supported for long-term retention, because Task 2 was more influential than Task 3. Therefore, the present study suggests that a more effective task should be considered for adult learners in both low and high English proficiencies, who have different amount of time to prepare tests or study English, in teaching environments.

Assessing the Correlation Between Task-induced Involvement Load, Word Learning, and Learners’ Regulatory Ability

AbstractThe present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners’ regulatory ability in mediating the effects of task-induced involvement load on word learning. A total of 60 university EFL students were recruited to the study. They first completed a checklist on metacognition and were then assigned to complete three tasks with varying degrees of involvement load followed by a vocabulary test. Of them, 12 students also participated in an interview. The results showed that the two main components of metacognition, i.e., the knowledge and regulation of metacognition, are closely and significantly correlated. The learners, assigned to four different ability groups (LK/LR, LK/HR, HK/LR, HK/HR), were found to benefit most by engaging in a task with the highest involvement load. Despite the benefits, their regulatory ability mediated the effects of task-induced involvement load on word learning, which was corroborated by the interview results. The relevant implications for teaching and learning words through tasks are further discussed.

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

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

Task-Induced Involvement Load and Low-Level Learners’ Vocabulary Learning

This study purposed to testify the Involvement Load Hypothesis (Hulstijn & Laufer, 2001) especially focusing on the learners of low level of...