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The Effects of Task Induced Involvement Load Hypothesis on Turkish EFL Learners' Incidental Vocabulary Learning

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Title: The Effects of Task Induced Involvement Load Hypothesis on Turkish EFL Learners' Incidental Vocabulary Learning
Language: English
Authors: Yorganci, Mehtap (ORCID 0000-0002-2018-3153), Subasi, Gonca (ORCID 0000-0001-7049-5940)
Source: International Online Journal of Education and Teaching. 2022 9(3):1181-1202.
Availability: Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Vocabulary Development, English (Second Language), Second Language Instruction, Incidental Learning, Intentional Learning, Difficulty Level, College Students, Instructional Effectiveness, Receptive Language, Expressive Language
ISSN: 2148-225X
Abstract: Recently vocabulary studies have mainly focused on two forms of vocabulary acquisition: incidental and intentional vocabulary acquisition. For incidental vocabulary acquisition, Task-induced Involvement Load Hypothesis (TILH) was put forward by Hulstijn and Laufer (2001) to investigate the vocabulary tasks by comparing their levels of involvement load to each other. To test this hypothesis, the current study utilized six different vocabulary tasks with varying levels of involvement load. On the other hand, in order to investigate the task type effect, each task with another task from the other task type group was compared. The last part of the study was designed specially to test the task type effect which was neglected by the hypothesis as the hypothesis suggested that only involvement load levels affect the results. The findings concluded that different involvement load levels yielded varying results most of which provided support for the hypothesis. However, task types did not provide evidence in favour of the hypothesis by not leading to similar results for the tasks who shared the same involvement load index. The study concluded with some pedagogical implications and suggestions for further studies.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1352292
Database: ERIC
FullText Text:
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  Data: The Effects of Task Induced Involvement Load Hypothesis on Turkish EFL Learners' Incidental Vocabulary Learning
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Yorganci%2C+Mehtap%22">Yorganci, Mehtap</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2018-3153">0000-0002-2018-3153</externalLink>)<br /><searchLink fieldCode="AR" term="%22Subasi%2C+Gonca%22">Subasi, Gonca</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7049-5940">0000-0001-7049-5940</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Online+Journal+of+Education+and+Teaching%22"><i>International Online Journal of Education and Teaching</i></searchLink>. 2022 9(3):1181-1202.
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  Data: Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
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  Data: Y
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  Data: 22
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intentional+Learning%22">Intentional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink>
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  Data: 2148-225X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recently vocabulary studies have mainly focused on two forms of vocabulary acquisition: incidental and intentional vocabulary acquisition. For incidental vocabulary acquisition, Task-induced Involvement Load Hypothesis (TILH) was put forward by Hulstijn and Laufer (2001) to investigate the vocabulary tasks by comparing their levels of involvement load to each other. To test this hypothesis, the current study utilized six different vocabulary tasks with varying levels of involvement load. On the other hand, in order to investigate the task type effect, each task with another task from the other task type group was compared. The last part of the study was designed specially to test the task type effect which was neglected by the hypothesis as the hypothesis suggested that only involvement load levels affect the results. The findings concluded that different involvement load levels yielded varying results most of which provided support for the hypothesis. However, task types did not provide evidence in favour of the hypothesis by not leading to similar results for the tasks who shared the same involvement load index. The study concluded with some pedagogical implications and suggestions for further studies.
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  Data: 2022
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      – Text: English
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        PageCount: 22
        StartPage: 1181
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        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Incidental Learning
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      – SubjectFull: Intentional Learning
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      – SubjectFull: Difficulty Level
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      – SubjectFull: College Students
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Receptive Language
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      – SubjectFull: Expressive Language
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      – TitleFull: The Effects of Task Induced Involvement Load Hypothesis on Turkish EFL Learners' Incidental Vocabulary Learning
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