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ERIC Number: EJ1124486
Record Type: Journal
Publication Date: 2017-Jan
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1362-1688
Vocabulary Acquisition through Cloze Exercises, Sentence-Writing and Composition-Writing: Extending the Evaluation Component of the Involvement Load Hypothesis
Zou, Di
Language Teaching Research, v21 n1 p54-75 Jan 2017
This research inspects the allocation of involvement load to the evaluation component of the involvement load hypothesis, examining how three typical approaches to evaluation (cloze-exercises, sentence-writing, and composition-writing) promote word learning. The results of this research were partially consistent with the predictions of the hypothesis: the two writing tasks with greater involvement load led to significantly better word learning than cloze-exercises with lower load, while composition-writing was significantly more effective than sentence-writing despite the same involvement load according to the matrix of the original model. Such results are explained from the perspectives of information organization and pre-task planning, based on which evaluation induced by cloze-exercises is suggested to be allocated with "moderate evaluation" as it involves no use of chunking, hierarchical organization or pre-task planning, evaluation induced by sentence-writing with "strong evaluation" as it involves chunking and pre-task planning at the sentence level, and evaluation induced by composition-writing with "very strong evaluation" for it involves chunking, hierarchical organization and pre-task planning at the composition level.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A