Abstract:

This study aimed to investigate the effect of the task-induced involvement load framework (Laufer & Hulstijn, 2001) on incidental vocabulary gain and retention. A total of 139 first year ELT students from eight intact classes taking Academic Reading Course in the fall semester of 2015-2016 were assigned to four experimental groups randomly: fill-in with glossary, fill-in by searching, retelling with glossary and retelling by searching. Two different texts were designed for each task. Each text was accompanied by reading comprehension questions and contained ten target words. The groups were to complete the reading comprehension tasks and the vocabulary tasks they were assigned to. The fill-in groups completed the gaps in the text with the target words with or without glossary. Retelling groups were to retell the reading texts incorporating the target words. After the completion of the tasks, an unannounced post-test was administered. Two weeks later, an unannounced delayed post-test was also given. The comparison of the groups on immediate and delayed post-tests using one-way ANOVAs showed that the tasks with higher level of involvement load yielded higher vocabulary gain and retention. However, the only significant differences were between retelling by searching and fill-in groups on the delayed post-test, which provided partial support for the Task-induced involvement load hypothesis.

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