TY - JOUR
T1 - Manipulation of the Involvement Load of L2 Reading Tasks
T2 - A Useful Heuristic for Enhanced L2 Vocabulary Development
AU - Namaziandost, Ehsan
AU - Sawalmeh, Murad Hassan Mohammed
AU - Tilwani, Shouket Ahmad
AU - Ziafar, Meisam
AU - Arianti, Arin
AU - Hernández, Ronald M.
AU - Razzhivin, Oleg Anatolevich
AU - Ocaña-Fernández, Yolvi
AU - Fuster-Guillén, Doris
AU - Garay, Jessica Palacios
N1 - Publisher Copyright:
© The Author(s) 2021.
PY - 2021
Y1 - 2021
N2 - Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value of applying principles from the Involvement Load Hypothesis (ILH) as part of a reading comprehension task among 40 intermediate English as a foreign language (EFL) students. Half of the group undertook a high involvement reading task, whereas the other half undertook a low involvement reading task. After the reading task, an unannounced Vocabulary Knowledge Scale test was administered to measure incidental vocabulary gains. Results showed the high involvement group remarkably outflanked the low involvement groups in terms of the target words learned from the reading task. A delayed post-test indicated that the retention of target word knowledge was more robust among the high involvement group, but that this difference did not maintain a level of statistical significance after 2 weeks. We conclude with suggestions about how EFL/ESL instructors can apply the principles of the ILH in efforts to systematically enhance learners’ L2 vocabulary knowledge.
AB - Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value of applying principles from the Involvement Load Hypothesis (ILH) as part of a reading comprehension task among 40 intermediate English as a foreign language (EFL) students. Half of the group undertook a high involvement reading task, whereas the other half undertook a low involvement reading task. After the reading task, an unannounced Vocabulary Knowledge Scale test was administered to measure incidental vocabulary gains. Results showed the high involvement group remarkably outflanked the low involvement groups in terms of the target words learned from the reading task. A delayed post-test indicated that the retention of target word knowledge was more robust among the high involvement group, but that this difference did not maintain a level of statistical significance after 2 weeks. We conclude with suggestions about how EFL/ESL instructors can apply the principles of the ILH in efforts to systematically enhance learners’ L2 vocabulary knowledge.
KW - ILH
KW - L2 reading tasks skill
KW - vocabulary knowledge
UR - http://www.scopus.com/inward/record.url?scp=85117090096&partnerID=8YFLogxK
U2 - 10.1177/21582440211051723
DO - 10.1177/21582440211051723
M3 - Artículo
AN - SCOPUS:85117090096
SN - 2158-2440
VL - 11
JO - SAGE Open
JF - SAGE Open
IS - 4
ER -