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

2014 ◽  
pp. 501-530
Author(s):  
Taher Mohammad Al-Hadi
Keyword(s):  
Vocabulary Acquisition ◽  
Empirical Application ◽  
Efl Students ◽  
Involvement Load ◽  
Involvement Load Hypothesis

Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis

2016 ◽  
Vol 6 (12) ◽  
pp. 2237
Author(s):  
Varrick Douglas Jr.
Keyword(s):  
Student Performance ◽  
Vocabulary Acquisition ◽  
Intensive English ◽  
Writing Classes ◽  
Intensive English Programs ◽  
English Reading ◽  
Involvement Load ◽  
Improved Performance ◽  
Involvement Load Hypothesis

Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same material with different students. The research also found improved performance on task induced assignments with heavy involvement loads; however, long term retention of vocabulary acquired from those assignments proved to be relatively limited.

scholarly journals A Revisit To Vocabulary Acquisition In Involvement Load Hypothesis

2015 ◽  
Vol 192 ◽  
pp. 388-397 ◽  
Author(s):  
Hassan Soleimani ◽  
Mahboubeh Rahmanian ◽  
Khatereh Sajedi
Keyword(s):  
Vocabulary Acquisition ◽  
Involvement Load ◽  
Involvement Load Hypothesis

scholarly journals A Verification of Involvement Load Hypothesis on Chinese Adult English Learners

2018 ◽  
Vol 8 (5) ◽  
pp. 125
Author(s):  
Shuyun Huang
Keyword(s):  
Cognitive Processing ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Vocabulary Test ◽  
Chinese Adult ◽  
Incidental Vocabulary ◽  
Adult English Learners ◽  
Incidental Vocabulary Acquisition ◽  
Involvement Load ◽  
Involvement Load Hypothesis

The present research designed six tasks with various distributions of involvement components: need, search and evaluation to verify the predictability of Involvement Load Hypothesis on Chinese adult English learners. The results showed that the vocabulary exercises did facilitate the incidental vocabulary acquisition, but the exercise with higher involvement load did not necessarily benefit the students more than the exercise with lower involvement. Three components of involvement did not reveal the same effect on incidental vocabulary acquisition. And the superiority of exercise with higher involvement load existing in the immediate vocabulary test did not survive in the delayed vocabulary test. In the delayed vocabulary test there were not any statistically significant differences among six groups. The further analysis reported besides the cognitive processing aroused by the tasks, other critical factors also worked on the incidental vocabulary acquisition: inference skill and repetition of occurrence.

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