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ERIC Number: EJ1201355
Record Type: Journal
Publication Date: 2019-Jan
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1694-609X
Task Types Effects and Task Involvement Load on Vocabulary Learning of EFL Learners
Alavinia, Parviz; Rahimi, Hanieh
International Journal of Instruction, v12 n1 p1501-1516 Jan 2019
This study investigated the impact of task types on English learners' receptive and productive vocabulary knowledge. A total of 125 (70 female and 55 male) first year ELT students from eight intact classes taking Academic Reading Course in the winter semester of 2017-2018 were assigned to four experimental groups randomly and a control group randomly assigned to one of five tasks of learning 45 target words. The design of the tasks was based on the involvement load hypothesis (ILH) arguing that learning of unfamiliar words to be contingent on the amount of task induced involvement. The components of involvement in ILH include need (N), search (S), and evaluation (E). In this study, the tasks induced the same or different involvement loads regarding the presence and strength of each component: writing (+N, +S, ++E), combining (+N, -S, +E), fill in the blank (+N, -S, +E), definition (+N, -S, +E), and control (-N, -S, -E). After the last treatment session, both receptive and productive knowledge of the target words were measured. Moreover, an unexpected delayed post-test was administered 1 month later. The results revealed that all output tasks were more effective than the control task in enhancing the participants' receptive and productive vocabulary knowledge.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail:; Web site:
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: Iran
Grant or Contract Numbers: N/A