The effects of task-induced involvement load and language of glosses on L2 incidental vocabulary learning
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2022
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2565
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eng
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170 leaves
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b216005
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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National Institute of Development Administration. Library and Information Center
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Parichard Phadungsilp (2022). The effects of task-induced involvement load and language of glosses on L2 incidental vocabulary learning. Retrieved from: https://repository.nida.ac.th/handle/662723737/6591.
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The effects of task-induced involvement load and language of glosses on L2 incidental vocabulary learning
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Abstract
The current study was motivated by the involvement load hypothesis (Hulstijn & Laufer, 2001), which predicts that the higher involvement an incidental vocabulary learning task induces, the more effective the task is in promoting second language (L1) vocabulary learning. Moreover, tasks with equal amounts of involvement loads should yield similar learning outcomes. The involvement load consists of the components of need, search, and evaluation, all of which can be present or absent in a task. Particularly relevant to the current study is the search component, which is absent when glosses for words unknown to second language (L2) are provided in the task. However, the hypothesis does not indicate whether language used in glosses (L1 and L2) affects the involvement load and L2 vocabulary learning. The current study aimed to investigate the possible interaction between task-induced involvement load and language used in gloss on incidental vocabulary learning in low proficiency EFL learners, who appear to gain more benefit from L1 gloss than L2 gloss in L2 vocabulary learning based on previous studies (e.g., Arpaci, 2016; Ertürk, 2016; Fang, 2009; Kongtawee & Suppapan, 2018). The study asked two research questions: (1) Do tasks with a higher level of involvement load promote greater vocabulary learning than tasks with a lower level of involvement load regardless of the language used in vocabulary glosses? and (2) Do tasks with an equal level of involvement load have a similar effect on vocabulary learning when the language used in glosses differs?
One hundred and twenty-eight EFL learners at low proficiency level were randomly divided into four groups. Each group was assigned to complete one of the four types of computer-based vocabulary learning tasks, including (a) reading comprehension with L1 glosses task, (b) reading comprehension with L2 glosses task, (c) reading and fill-in-the-blank with L1 glosses task and (d) reading and fill-in-the-blank with L2 glosses task. Each group completed the task during a two-week period. In the first week, participants completed a task developed from one reading text, and, a week later, they completed another task with the same learning condition as in the previous week but the task was developed from another reading text. Both reading texts contained the same 10 target words, which were unknown to the participants. After completing the task in the second week, participants were unexpectedly given immediate word recall posttests (i.e., active recall and passive recall), and, two weeks later, they completed the same tests as delayed posttests.
The findings indicated that the effect of task-induced involvement load was mediated by language used in glosses. That is, depending on whether language used in glosses, a task with a higher level of involvement load may not necessarily lead to better outcomes than a task with a lower level of involvement load, and two tasks with an equal amount of involvement load may lead to different outcomes. Moreover, the results revealed that low proficiency learners gained great benefits from the task with high involvement load and L1 gloss, which facilitated initial form-meaning connection of new L2 word. The findings add valuable insight into the involvement load hypothesis and provide implications for L2 incidental vocabulary learning and teaching.
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Thesis (Ph. D. (Language and Communication))--National Institute of Development Administration, 2022