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Manipulation of the Involvement Load of L2 Reading Tasks: A Useful Heuristic for Enhanced L2 Vocabulary Development

Author

Listed:
  • Ehsan Namaziandost
  • Murad Hassan Mohammed Sawalmeh
  • Shouket Ahmad Tilwani
  • Meisam Ziafar
  • Arin Arianti
  • Ronald M. Hernández
  • Oleg Anatolevich Razzhivin
  • Yolvi Ocaña-Fernández
  • Doris Fuster-Guillén
  • Jessica Palacios Garay

Abstract

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.

Suggested Citation

  • Ehsan Namaziandost & Murad Hassan Mohammed Sawalmeh & Shouket Ahmad Tilwani & Meisam Ziafar & Arin Arianti & Ronald M. Hernández & Oleg Anatolevich Razzhivin & Yolvi Ocaña-Fernández & Doris Fuster-, 2021. "Manipulation of the Involvement Load of L2 Reading Tasks: A Useful Heuristic for Enhanced L2 Vocabulary Development," SAGE Open, , vol. 11(4), pages 21582440211, October.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:4:p:21582440211051723
    DOI: 10.1177/21582440211051723
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    References listed on IDEAS

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    1. Mehdi Nasri & Ehsan Namaziandost & Samira Akbari, 2019. "Impact of Pictorial Cues on Speaking Fluency and Accuracy among Iranian Pre-Intermediate EFL Learners," International Journal of English Language and Literature Studies, Asian Economic and Social Society, vol. 8(3), pages 99-109, September.
    2. Maryam Tahmasbi & Mohammad Taghi Farvardin, 2017. "Probing the Effects of Task Types on EFL Learners’ Receptive and Productive Vocabulary Knowledge: The Case of Involvement Load Hypothesis," SAGE Open, , vol. 7(3), pages 21582440177, September.
    3. Mehdi Nasri & Ehsan Namaziandost & Samira Akbari, 2019. "Impact of Pictorial Cues on Speaking Fluency and Accuracy among Iranian Pre-Intermediate EFL Learners," International Journal of English Language and Literature Studies, Asian Economic and Social Society, vol. 8(3), pages 99-109.
    4. Mofareh Alqahtani, 2015. "The importance of vocabulary in language learning and how to be taught," International Journal of Teaching and Education, International Institute of Social and Economic Sciences, vol. 3(3), pages 21-34, September.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    ILH; L2 reading tasks skill; vocabulary knowledge;
    All these keywords.

    JEL classification:

    • L2 - Industrial Organization - - Firm Objectives, Organization, and Behavior

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