The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index; 1 of the 20 sources its claims cite were checked for support.
Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition
Open accessAbstract
EFL learners in two countries participated in two parallel experiments testing whether retention of vocabulary acquired incidentally is contingent on amount of task‐induced involvement. Short‐ and long‐term retention of ten unfamiliar words was investigated in three learning tasks (reading comprehension, comprehension plus filling in target words, and composition‐writing with target words) with varying “involvement loads”—various combinations of need, search, and evaluation. Time‐on‐task, regarded as inherent to a task, differed among all three tasks. As predicted, amount of retention was related to amount of task‐induced involvement load: Retention was highest in the composition task, lower in reading plus fill‐in, and lowest in the reading. These results are discussed in light of the construct of task‐induced involvement.
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19 Own result · 14 Own method · 9 Own interpretation · 6 Sources not found · 4 No full text of the sources · 2 Not checked yet · 2 No basis given · 1 Supported so far
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“However, the presence of marginal glosses was found to enhance vocabulary retention, when compared to the absence of marginal glosses (Hulstijn, 1992;Hulstijn, Hollander & Greidanus, 1996;Jacobs, Dufon, & Fong, 1994;Watanabe, 1997).”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Levels of Processing and Elaboration
What the sources say
- Not checked — no full text of the sourcecites Hulstijn, 1992 source
- Supportedcites Hulstijn, Hollander & Greidanus, 1996 source
In the Test 1 results (Dictionary Use, p. 8), the marginal-gloss group retained more target-word meanings than the control group, which read without glosses. The Test 3 results (p. 9) report the same pattern. (LLM, conf=0.93)
- Not checked — no full text of the sourcecites Jacobs, Dufon, & Fong, 1994 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“F(1, 85) = 9.89; p < .01;η 2 = .10 in the delayed post-test].”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plainn = 53 ·- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In both analyses there was a significant effect of condition [F(1, 56) = 13.01;p < .01;η 2 = .20 in the immediate post-test”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the ANOVA, a significant task effect [F(2,96) = 63.12;p < .001;η 2 = .57]was found”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the case of the Dutch-English experiment, a significant task effect [F(2, 84) = 11.50;p < .001;η 2 = .22]was obtained”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“F(1,66) = 14.55; p < .000;η 2 = .18 in the delayed post-test].”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“a significant time effect [F(1, 96) = 80.85; p < .001;η 2 = .46]”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In both analyses, there was a significant group difference, [F(1, 85) = 25.13;p < .001;η 2 = .23 in the immediate post-test”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plainn = 34 ·- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“as well as a significant task × time interaction [F(2, 96) = 3.36; p < .05;η 2 = .065].”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A post hoc Student-Newman-Keuls test revealed that the mean scores of all three groups were significantly different from each other.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 18
- Probably not a substantial claim. 22
- The quote only partly states this claim. 1
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As predicted, amount of retention was related to amount of task-induced involvement load: Retention was highest in the composition task, lower in reading plus fill-in, and lowest in the reading.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Such preknowledge happened rarely, and most target words were unfamiliar to most students.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Procedure and Tests
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The first two tasks resulted in little retention; the composition task fared significantly better.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The test revealed that the mean score of the writing group was significantly different from the mean scores of the reading and reading plus fill-in groups, but that the means of the latter two groups did not significantly differ from each other.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The figures in Table 1 show that in both experiments, performance in the writing groups was higher than that in the reading plus fill-in groups, which, in turn, was higher than that in the reading groups.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The significant interaction of task and time may have resulted from a floor effect in the delayed test for the reading group, but not in the reading plus fill-in and writing groups.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The instructors who introduced the tasks were blind to the purpose of the experiment.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Procedure and Tests
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Fewer students, however, were available for the delayed post-test: 87 in the Netherlands and 99 in Israel.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results in the Israeli, but not the Dutch, setting provide support for the second part of our hypothesis, which stated that Task 2 (reading + fill-in) will be more effective than Task 1 (reading).”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: The Involvement Load Hypothesis assumes that word complexity factors are held constant.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results of the Dutch-English experiment partially support the involvement hypothesis, in that Task 3 yielded higher retention than Tasks 1 and 2 but that Task 2 did not produce retention significantly higher than Task 1.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: The Involvement Load Hypothesis assumes that word complexity factors are held constant.
- Rests on an assumption: The learners were unaware of the forthcoming vocabulary test, so any learning during the task was incidental.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The different time gaps had to do with administrative matters in each university and were irrelevant to our research objective, which was to compare word retention in three tasks.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In terms of involvement load, Task 3 induces a moderate need, no search, and a strong evaluation, because words had to be used in an original context.Its involvement index was 3.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > The Tasks
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“However, the Involvement Load Hypothesis does not predict that any output task will lead to better results than any input task.It predicts that higher involvement in a word induced by the task will result in better retention, regardless of whether it is an input or an output task.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
What the sources say
- Not matchedcites Laufer and Hulstijn (2001)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: The Involvement Load Hypothesis assumes that word complexity factors are held constant.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While learners in our study were advanced enough to write a composition, less proficient learners can perform an involving task, which requires search and evaluation in contexts provided by the teacher.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“According to Nation and Wang (1999), at least ten exposures are necessary for a word to be a good candidate for acquisition, and even then acquisition cannot be guaranteed.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
What the sources say
- Not checked — no full text of the sourcecites Nation and Wang (1999) source
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The learners were unaware of the forthcoming vocabulary test, so any learning during the task was incidental.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In each experiment, the same time delay was introduced for the three tasks.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Hence, even if the Dutch and the Israeli learners are not fully identical in their knowledge of English, this does not invalidate the comparison.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The quote only partly states this claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We consider them parallel because we used identical methodologies and comparable participants, as described below.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > The Involvement Load Hypothesis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, research on task effectiveness would require the identification of criteria that could be observed, manipulated, and measured.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Levels of Processing and Elaboration
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“Hulstijn (forthcoming-a) argues that the low retention rates in the empirical literature on incidental vocabulary learning indicate that only seldom will a single exposure lead to a sufficiently deep imprint in memory such that, without further reinforcement, the word remains available for retrieval in the long term.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
What the sources say
- Not matchedcites Hulstijn (forthcoming-a)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- Asserted: fails — The authors may not put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The authors may not put it forward as true. The paper’s conclusions may not depend on it.
- Rests on an assumption: The learners were unaware of the forthcoming vocabulary test, so any learning during the task was incidental.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“None of the tasks was presented as a vocabulary learning task.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Procedure and Tests
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Ellis (1995) argues that a simpler task may lead to more words acquired per minute of input.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
What the sources say
- Not matchedcites Ellis (1995)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: fails — The authors may not put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The authors may not put it forward as true. The paper’s conclusions may not depend on it.
- Rests on an assumption: The learners were unaware of the forthcoming vocabulary test, so any learning during the task was incidental.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In terms of involvement load, Task 1 induced moderate need, but neither search nor evaluation.Its involvement index was 1.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > The Tasks
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Even if the precise level of English may not have been identical between students in the two countries, the groups in both countries were competent in performing the experimental tasks.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In terms of involvement load, Task 2 induced moderate need, no search, and moderate evaluation, because the context was provided.Its involvement index was 2.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > The Tasks
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The significant interaction of task and time may have resulted from floor effects in the delayed test for the reading and reading plus fill-in groups, but not in the writing group.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Since our study aimed to investigate retention effects of tasks, we made no attempt to control for time on task, thereby accepting the likelihood that time on targets would covary with time on task.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Procedure and Tests
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Rests on an assumption: Time on task is an inherent property of a task, not a separate variable.
- The authors state this as an assumption: Time on targets would covary with time on task.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As the target words are of low frequency and English is a foreign language in our countries, it is highly unlikely that learners were exposed to the words between the immediate and the delayed tests.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Discussion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Time on task was different for all three tasks.Tasks 1, 2, and 3 took about 40-45, 50-55, and 70-80 minutes, respectively.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Procedure and Tests
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Yet the concepts of deep processing or elaboration are hard to formalize and operationalize.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Levels of Processing and Elaboration
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
The authors state this as an assumption.
Most target words would be unfamiliar to the experimental groups.
“As the students in the experimental groups were of similar or lower language proficiency, we assumed that most of the target words would indeed be unfamiliar to them.”
The paper relies on this without support.
Time on task is an inherent property of a task, not a separate variable.
“Yet we regard time on task as an inherent property of a task, not as a separate variable.”
The authors state this as an assumption.
Time on targets would covary with time on task.
“Since our study aimed to investigate retention effects of tasks, we made no attempt to control for time on task, thereby accepting the likelihood that time on targets would covary with time on task.”
The authors state this as an assumption.
The Involvement Load Hypothesis assumes that word complexity factors are held constant.
“The Involvement Load Hypothesis assumes that word complexity factors are held constant.”
The paper relies on this without support.
The learners were unaware of the forthcoming vocabulary test, so any learning during the task was incidental.
“Because the learners are unaware of the forthcoming vocabulary test, any learning that might occur during the task is considered to be incidental.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Third, interactive tasks in games can promote deeper levels of processing, increasing the retention of vocabulary knowledge (Craik and Lockhart, 1972; Hulstijn and Laufer, 2001; Keating, 2008; Laufer and Hulstijn, 2001).”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Hulstijn and Laufer, 2001
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“그러나 Hulstijn과 Laufer(2001)가 제시한 강한 정도의 평가(E2)는 학습자 스스로가 만들어낸 문장이나 지문에서 목표 어휘와 다 른 어휘들의 결합 방식이 어떠한지를 평가하는 것임에 주목해야 한다.그리고 이는 앞선 연구들에서 가정된 바와는 달리 어휘를 배열하여 문장을 만드는 과업의 경우 관여 부담 지수를 상대적으로 조금 더 낮은 수준의 것으로 이해해야 할 필요가 있음을 시사한다.”
From Effects of Task-Induced Involvement Load and Working Memory on Korean High School Students’ Second Language Vocabulary Learning (2021) · cites this paper as Hulstijn & Laufer, 2001
In the citing paper
“이론에 따르면 관여 부담 수준 은 필요(Need, 이하 N), 검색(Search, 이하 S), 평가(Evaluation, 이하 E)의 세 가지 요소에 의해 결정된다.”
From Effects of Task-Induced Involvement Load and Working Memory on Korean High School Students’ Second Language Vocabulary Learning (2021) · cites this paper as Hulstijn & Laufer, 2001
In the citing paper
“해당 가설은 과업을 수행하는 동안 새로운 어휘를 학습하는 정도가 과업을 수행하는데 필요한 인지적 처리 수준에 따라 달라진다는 가정 이다.”
From Effects of Task-Induced Involvement Load and Working Memory on Korean High School Students’ Second Language Vocabulary Learning (2021) · cites this paper as Hulstijn & Laufer, 2001
In the citing paper
“Hulstijn과 Laufer(2001)의 관여 부담 가설을 부분적으로 지지하는 것이라 볼 수 있다.”
From Effects of Task-Induced Involvement Load and Working Memory on Korean High School Students’ Second Language Vocabulary Learning (2021) · cites this paper as Hulstijn & Laufer, 2001
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > The Involvement Load Hypothesis
“We consider them parallel because we used identical methodologies and comparable participants, as described below.”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Procedure and Tests
“One week later in the Netherlands and two weeks later in Israel, the students received the same test again.6”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Participants
“Most importantly, the target words were new to all the subjects.5”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Procedure and Tests
“Such preknowledge happened rarely, and most target words were unfamiliar to most students.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
“F(1, 56) = 19.35;p < .000;η 2 = 26 in the delayed post-test”
§ Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition > Results
“The measure of effect size is η 2 , expressing explained variance.7”
Citations
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Items 501–600 of 816
Chapter 14: Specialized word lists
Nation, P., Coxhead, A., Chung, T. M., & Quero (2016) · John Benjamins Publishing Company eBooks · doi:10.1075/z.208.c14 · Cited by 8
Yan, W. (2018) · USF Scholarship Repository (University of San Francisco) · Cited by 4
Teaching German Modal Verbs through Cognitive Linguistics Insights
Nikolova, M. (2018) · DigitalCommons at College of DuPage (College of DuPage) · Cited by 1
Effects of Task-Induced Involvement on EFL Adult Learners’ Vocabulary Learning
hyunkyu, P. (2017) · English21 · doi:10.35771/engdoi.2017.30.2.010 · Cited by 1
Effects of the Comparative Continuation Task on English Vocabulary Learning
袁, 石. (2019) · Modern Linguistics · doi:10.12677/ml.2019.75094 · Cited by 1
DOES COOPERATIVE LEARNING BRING POSITIVE EFFECT ON STUDENTS’ VOCABULARY ACHIEVEMENT?
Hidayat, N., & Sari, E. P. (2019) · IDEAS Journal on English Language Teaching and Learning Linguistics and Literature · doi:10.24256/ideas.v7i2.1041 · Cited by 1
“It becomes the top priority in language learning and teaching (Hulstijn & Laufer, 2001; Kim, 2008; Peters, 2007; Pichette, De Serres, & Lafontaine, 2011).”
BackgroundAnalyzing vocabulary activities in EFL textbooks*
Azevedo, B. D., & Tomitch, L. M. B. (2019) · The ESPecialist · doi:10.23925/2318-7115.2019v40i2a7 · Cited by 1
“In a paper of the same year, Hulstijn and Laufer (2001) go on explaining that each of the three factors (need, search and evaluation) may be present or not when learners process vocabulary, be it in a natural or artificially designed task.”
BackgroundTHE ROLE OF VOCABULARY LEARNING CONDITIONS IN WORD LEARNING AND RETENTION
Mousavi, S. N., Ghafoori, N., & Saeidi, M. (2020) · Práxis Educacional · doi:10.22481/praxisedu.v16i40.6906 · Cited by 1
NOTICING, RETRIEVING AND GENERATION: AN INVESTIGATION INTO VOCABULARY LEARNING AND RETENTION
Mousavi, S. N., Ghafoori, N., & Saeidi, M. (2021) · Práxis Educacional · doi:10.22481/praxisedu.v17i44.6298 · Cited by 1
The Role of Motivation in Incidental Vocabulary Learning through Academic Videos
Reddy, A. J., Khera, M. K., McLaughlin, J., & Szabo, C. Z. (2021) · Asia Pacific Journal of Educators and Education · doi:10.21315/apjee2021.36.1.8 · Cited by 1
Valdehíta, A. S. M. (2013) · Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas · doi:10.26378/rnlael714201 · Cited by 2
What Does It Mean to “Know” a Word?
Schmitt, N., & Schmitt, D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108569057.004 · Cited by 1
Mármol, G. A. (2021) · RLA. Revista de lingüística teórica y aplicada · doi:10.29393/rla59-10avga10010 · Cited by 5
The effect of content retelling on incidental vocabulary acquisition for Chinese EFL learners
Jin, J., & Shuguang, L. (2022) · Forum for Linguistic Studies · doi:10.18063/fls.v4i1.1461 · Cited by 3
Zhuoma, Q. (2023) · English Language Teaching · doi:10.5539/elt.v16n3p40 · Cited by 1
“Many researchers have argued that lexis is the basis of all language, the medium of language acquisition, and central to language teaching (Chao, Hu & Nassaji, 2016; Elyas & Alfaki, 2014; Nation, 1990). The "chunks" of vocabulary and lexical units are central to second language acquisition. Reaching intermediate or hi…”
Estrategias de aprendizaje de vocabulario en idioma inglés
Crespo, L. F. J. (2024) · Sinergia Académica · doi:10.51736/sa.v7i2.244 · Cited by 1
Teaching Vocabulary Meaningfully With Language, Image, and Sound.
Pyle, D. D. (2009) · ScholarsArchive (Brigham Young University) · Cited by 1
Do Translation Students Learn Vocabulary When They Translate
Martin-Martin, J.-M. (2013) · Dialnet (Universidad de la Rioja) · Cited by 1
Graeme Porte (ed.): Replication Research in Applied Linguistics.
Siyanova‐Chanturia, A. (2013) · Applied Linguistics · doi:10.1093/applin/amt047 · Cited by 1
L’ABILITÀ DI LETTURA E LO SVILUPPO DELLA COMPETENZA LESSICALE
Cardona, M. (2014) · Studi di glottodidattica · doi:10.15162/1970-1861/207 · Cited by 1
Investigating the Effectiveness of Input Enhancement in Relation to L2 Vocabulary Learning
Homayounmehr, F. (2016) · International Journal of Language and Linguistics · doi:10.11648/j.ijll.s.2016040201.11 · Cited by 1
Lexical consciousness-raising in the vicinity of target vocabulary
Farjami, H., & Alizadeh, I. (2012) · International Journal of Research Studies in Language Learning · doi:10.5861/ijrsll.2012.178 · Cited by 1
Interactive Digital Kitchen: The impact on Language learning
Ishak, N. F., & Seedhouse, P. (2012) · doi:10.14705/rpnet.2012.000041 · Cited by 1
“In designing the vocabulary task, the involvement load hypothesis (Hulstijn & Laufer, 2001) was also being taken into account to ensure vocabulary learning opportunities.”
MethodA New Perspective on Integrating Physical Education and Language Learning
Devos, N. J. (2015) · Educational linguistics · doi:10.1007/978-3-319-22219-6_3 · Cited by 1
Psychological aspects effectiveness mobile learning in higher education
Rad, M. R., & Rezaei, M. (2015) · International Journal of Educational and Psychological Researches · doi:10.4103/2395-2296.158326 · Cited by 1
조영아, & 마지현 (2013) · Studies in English Language & Literature · doi:10.21559/aellk.2013.39.1.017 · Cited by 1
Bai, H. (2016) · Theory and Practice in Language Studies · doi:10.17507/tpls.0608.14 · Cited by 1
Nation, P., & Kobeleva, P. P. (2016) · John Benjamins Publishing Company eBooks · doi:10.1075/z.208.04ch4 · Cited by 1
A Study of the Positive Role and Effect of the Use of L1 in L2 Vocabulary Learning
Hyung, R. D. (2016) · STEM Journal · doi:10.16875/stem.2016.17.2.25 · Cited by 1
A Verification of Involvement Load Hypothesis on Chinese Adult English Learners
Huang, S. (2018) · International Journal of English Linguistics · doi:10.5539/ijel.v8n5p125 · Cited by 1
“There has been a long-running debate about which method is more effective for the learners to acquire vocabulary: direct instruction or incidental learning (Chen & Truscott, 2010; Hulstijn & Laufer, 2001; Laufer & Roitblat, 2011).”
BackgroundXu, Q. S., & Yan, L. (2018) · Journal of Advances in Education Research · doi:10.22606/jaer.2018.34003 · Cited by 1
Game Design Interaction in Digital Gameplay and Language Teaching and Learning
Shintaku, K. (2018) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-5140-9.ch022 · Cited by 1
Integrating instructed second language research, pragmatics, and corpus-based instruction
Bardovi‐Harlig, K., Mossman, S., & Su, Y. (2019) · Language learning and language teaching · doi:10.1075/lllt.52.04bar · Cited by 1
Saedpanah, E., & Dastgoshadeh, A. (2019) · HOW · doi:10.19183/how.26.1.473 · Cited by 1
“However, the findings can challenge the results of studies done by Nation (1994) and Hulstijn and Laufer (2001), who questioned the contextualized method of teaching English language vocabulary for all 76 HOW Elahe Saedpanah and Adel Dastgoshadeh learners.”
ResultHerrero, M. A. A., & Valdehíta, A. S. M. (2018) · Calidoscópio · doi:10.4013/cld.2018.163.08 · Cited by 1
Ruegg, R., & Brown, C. (2019) · Lingua Pedagogia Journal of English Teaching Studies · doi:10.21831/lingped.v1i1.18481 · Cited by 1
“…more effective for vocabulary learning and retention (Eckerth and Tavakoli, 2012; Ellis and He, 1999; Folse, 2006; Huang, Eslami and Willson, 2012; Hulstijn and Laufer, 2001; Kim, 2011), to our knowledge noone has analysed ESL textbooks to determine the extent to which they contain tasks and…”
BackgroundMethodInfluentialA Trial of the Involvement Load Hypothesis in a Mixed-Ability ESP Class
Lazić, K. O. (2019) · Анали Филолошког факултета · doi:10.18485/analiff.2019.31.1.12 · Cited by 1
“Prior to their experiments Hulstijn and Laufer (2001a) analyzed a considerable number of studies which investigated task effectiveness effect on vocabulary acquisition and retention.”
BackgroundMethodInfluentialValdehíta, A. S. M., & Herrero, M. A. A. (2019) · Verba Hispanica · doi:10.4312/vh.27.1.209-229 · Cited by 1
“Tahmasbi, M., Farvardin, M. T. (2017): «Probing the effects of task types on EFL learners’ receptive and productive vocabulary knowledge: The case of Involvement Load Hypothesis».”
BackgroundInfluentialExamining Task Transferability in Task-Based Language Teaching: A Multi-Case Study
Nolen, C. (2022) · Digital Archive @ GSU · doi:10.57709/16118716 · Cited by 2
Alaye, A. (2021) · Journal of Literature, Languages and Linguistics · doi:10.7176/jlll/80-01 · Cited by 3
Vokabulärundervisning i franska – då, nu och i framtiden
Lindqvist, C., & Ramnäs, M. (2020) · Acta Universitatis Gothoburgensis eBooks · doi:10.21524/kriterium.18.n · Cited by 1
The Effects of Task-Induced Involvement on L2 Academic Word Acquisition in Korea
Kang, D. (2020) · Korean Journal of English Language and Linguistics · doi:10.15738/kjell.20..202005.141 · Cited by 1
Malmir, A., & Parhizkari, N. (2021) · Journal of teaching language skills · doi:10.22099/jtls.2021.38861.2902 · Cited by 1
“Furthermore, some researchers (e.g. Hulstijn & Laufer, 2001; Kim, 2008; Laufer, 2003) hold that writing activities have a higher learning task load based on the Involvement Load Hypothesis, thus they seem to be more helpful in learning new words.”
BackgroundJahangard, A. (2021) · International Journal of Learning & Teaching · doi:10.18844/ijlt.v13i2.5800 · Cited by 1
“There are few empirical studies which have directly investigated the adequacy of the involvement load hypothesis (e.g. Hulstijn & Laufer, 2001; Keating, 2008; Kim, 2008; Jahangard, 2013; Jahangard & Akbari, 2013; Jing & Jianbin, 2009; Yagubi, Rayati, & Gorgi, 2010).”
BackgroundMethodResultInfluentialHOW THE CO-CREATIVE PROCESS AFFECTS CONCEPT FORMATION
Matsumae, A., Raharja, F. T., Ehkirch, Q., et al. (2021) · Proceedings of the Design Society · doi:10.1017/pds.2021.439 · Cited by 1
“One such way is the involvement load theory by Hulstijn & Laufer (2001), which stated that the greater the involvement load, the better the retention.”
BackgroundMethodInfluentialEffects of Sentence Output Tasks on EFL Vocabulary Learning from a Bayesian Perspective
Bao, G. (2022) · English Language Literature & Culture · doi:10.11648/j.ellc.20220701.14 · Cited by 1
THE LINK BETWEEN VLS AND READING COMPREHENSION
Budiyanto, D., Tridinanti, G., Dianti, R., et al. (2023) · Global Expert Jurnal Bahasa dan Sastra · doi:10.36982/jge.v10i2.2530 · Cited by 1
(2016) · John Benjamins Publishing Company eBooks · doi:10.1075/z.208.c1 · Cited by 2
Investigating the Impact of Focusing on Academic Vocabulary Using Multiple Assessment Measures
Alothman, K. (2014) · Cited by 1
Vocabulary Learning in Uninstructed Silent Reading and Story Rewriting
Lee, S. S. (2009) · ITL Review of Applied Linguistics · doi:10.2143/itl.158.0.2046922 · Cited by 1
The Impact of Structure and Meaning in Reading Comprehension Among Gifted Students
Al-Salameh, E. M., Ziadat, A. H., & Attiat, M. M. (2010) · Journal of Applied Sciences · doi:10.3923/jas.2010.1923.1929 · Cited by 1
Supporting Word Retrieval From Memory
Liu, I.-H. (2012) · ITL Review of Applied Linguistics · doi:10.1075/itl.163.01liu · Cited by 1
Vowel blindness: Computer-mediated help options for Arabic EFL learners
Alsadoon, R. (2015) · Summit (Simon Fraser University) · Cited by 1
Sankó, G. (2008) · University of Debrecen Electronic Archive (University of Debrecen) · Cited by 1
The effects of vocabulary instruction on English language learners
Won, M. (2008) · ThinkTech (Texas Tech University) · Cited by 1
Jun, S. W. (2012) · TSpace (University of Toronto) · Cited by 1
Valdehíta, A. S. M. (2013) · Revista Electrónica de Lingüística Aplicada · Cited by 1
Majd, N. (2017) · The University of Queensland · doi:10.14264/uql.2017.447 · Cited by 1
Informal EFL learning in Saudi Arabia and the role of the internet: an ecological perspective
Alqarni, M. S. (2020) · The University of Queensland · doi:10.14264/bb60f9d · Cited by 1
The Effect of Jigsaw Technique on Iranian Intermediate Learners’ Reading AnxietyPreprint
Bijani, H., & Hashempour, B. (2021) · Research Square · doi:10.21203/rs.3.rs-317385/v1 · Cited by 1
“…And Suggestions For Further Research Previous studies of cooperative learning provided evidence that activities that require learners to collaborate with one another in reading a text would enhance self-con dence and reduce reading anxiety (e.g., Hulstijn & Laufer, 2001; Keating, 2008; Webb, 2005).”
BackgroundGallardo, M. H. (2021) · doi:10.21001/sintagma.2021.33.04 · Cited by 1
Demir, E. (2016) · Cited by 1
Gibbs, C. P. (2009) · Spectrum Research Repository (Concordia University) · Cited by 1
Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension
Nguyễn, C. Đ. (2017) · doi:10.26686/wgtn.17060288.v1 · Cited by 1
Laufer, B. (2024) · The Encyclopedia of Applied Linguistics · doi:10.1002/9781405198431.wbeal1432.pub2 · Cited by 1
Self-citationLexical Competence in Second Language Learning: Defining Lexical CompetencePreprint
Tanaka, S. (2025) · doi:10.31235/osf.io/d725c_v1 · Cited by 1
Investigating The Effects Of Word Pairs On Word Knowledge
Rahman, A., & Afiqah, N. (2011)
Le cours de TIC : espace d’apprentissage linguistique ?
Rémon, J. (2006) · Recherches en didactique des langues et des cultures · doi:10.4000/rdlc.5502
Addressing the Diverse Needs of Adults ESL and FL Students
Child, W. (2021) · Digital Commons - USU (Utah State University) · doi:10.26076/c879-7587
Adrada-Rafael, S. (2014) · Georgetown University-Graduate School of Arts & Sciences
Effect of Fine-Grained Lexical Rating on L2 Learners’ Lexical Learning Gain
Niu, R. (2015) · Open Journal of Modern Linguistics · doi:10.4236/ojml.2015.55038
“For example, instead of using a correct/ incorrect scoring criterion, Hulstijn and Laufer (2001) and Keating (2008) both considered partially correct meanings by scoring each target word on a three-point scale: 0, 0.5, and 1.”
BackgroundMethodInfluentialShahbazy, G., & Oghli, H. S. (2015) · Studies in English Language Teaching · doi:10.22158/selt.v3n2p153
“Hulstijn and Laufer (2001) investigated the effect of task-induced involvement on short- and long-term retention of 10 unfamiliar words by advanced EFL learners in Netherlands and Israel.”
BackgroundResultInfluentialAutomated User-Centred Task Selection and Input Modification in Language Learning
van der Werf, R., Hootsen, G., & Vermeer, A. (2008) · ITL Review of Applied Linguistics · doi:10.2143/itl.155.0.2032362
Grammatical category and L2 lexical representation
Lee, J.-Q. (2013) · Linguistic Research · doi:10.17250/khisli.30.1.201304.002
“…L2 idiom (e.g., Abel, 2003; Cieślicka, 2006), L2 morphology (e.g., Lee, 2002; Murphy, 2004), and vocabulary learning in relation to retention (e.g., Hulstijn & Laufer, 2001), incidental learning paradigm (e.g., Pulido, 2003), receptive and productive knowledge (e.g., Webb, 2005), L2 phonetics…”
BackgroundWojcik, R. K. (2009) · D-Scholarship@Pitt (University of Pittsburgh)
College Level Reading and Vocabulary Tasks
Beal, V. (2007)
Investigating Unknown Words On-line
Dilenschneider, R. (2009)
Lee, S. H. (2010) · The CATESOL journal. · doi:10.5070/b5.36242
“According to Hulstijn and Laufer (2001), gap filling involves no search and only moderate evaluation if vocabulary glosses are provided.”
BackgroundInfluentialThe effect of frequency of occurrence of lexical items in incidental vocabulary learning
Vural, E. (2016) · Journal of Human Sciences · doi:10.14687/ijhs.v13i1.3557 · Cited by 1
Applying L2 Vocabulary Research Findings to Classroom Teaching
Kang, E. Y. (2015) · Columbia Academic Commons (Columbia University) · doi:10.7916/d85q57q1
THE ROLE OF TOPIC IN EFL LEARNER'S READING COMPREHENSION AND RECALL
Abdollahian, G., & Ghabanchi, Z. (2013)
Mármol, G. A., & Arnao, M. D. M. J.-C. (2015) · UNED repository
The Influences of Task Type and Repetition on L2 Vocabulary Learning
조영아, & 마지현 (2014) · Korean Journal of English Language and Linguistics · doi:10.15738/kjell.14.2.201406.349
A Pilot Study Comparing Vocabulary Retention in Bilingual and Monolingual Tasks
Obermeier, A. (2008) · Institutional Repositories DataBase (IRDB)
Corvers, J. (2016) · Utrecht University Repository (Utrecht University)
Task Effectiveness and Word Learning in a Second Language Acquisition
조영아, & 마지현 (2015) · Studies in English Language & Literature · doi:10.21559/aellk.2015.41.1.015
A Language Learning and Teaching Journey: Practicalities and Possibilities
Abell, E. I. (2021) · Digital Commons - USU (Utah State University) · doi:10.26076/5f2f-6d98
Cheng, H. (2016) · International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS) · doi:10.2991/icemaess-15.2016.234
“[4] According to prototype category and basic-level category theory and other learning strategies, this study treats college non-English majors as participants and conduct an empirical experiment for the validity of vocabulary learning strategies or models which are obtained through applying category related theories…”
BackgroundFocus Framework: A New Guideline for Presenting and Evaluating Lexical Contents in ELT Materials.
Zarifi, A. (2015) · The reading matrix
Theory and Practice in Computer-Assisted Vocabulary Learning
Prince, P. (2014) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-4666-6174-5.ch013
The Use of Narrative Framework in Learning L2 Vocabulary Among Malaysian ESL Learners
Yusob, K. F., Jelani, A., Ismail, I. N. B., & Baudin, N. (2016) · Springer eBooks · doi:10.1007/978-981-10-1458-1_80
Chapter 3: Homoforms and polysemes
Nation, P., & Parent (2016) · John Benjamins Publishing Company eBooks · doi:10.1075/z.208.c3
Nation, P., Shin, & Grant, L. (2016) · John Benjamins Publishing Company eBooks · doi:10.1075/z.208.c6 · Cited by 2
Impact of Highlighting Techniques on the Retention of Unfamiliar Words in L2 Classrooms
Hasanabadi, T. S., Biria, R., & Kassaian, Z. (2016) · Cross-cultural communication · doi:10.3968/8713
“In this regard Hulstijn and Laufer (2001) suggested that the more a learner pays attention to a word’s morphophonological, orthographic, prosodic, 10Copyright © Canadian Academy of Oriental and Occidental Culture semantic and pragmatic features and to intraword and interword relations, the more…”
BackgroundJoe Barcroft: LEXICAL INPUT PROCESSING AND VOCABULARY LEARNING.
Akbarian, I. (2016) · Applied Linguistics · doi:10.1093/applin/amw031
Chapter 14. Summary of Theoretical and Instructional Implications
Barcroft, J. (2015) · Language learning and language teaching · doi:10.1075/lllt.43.14ch14
Chapter 13. Effects of Acoustically Varied Input
Barcroft, J. (2015) · Language learning and language teaching · doi:10.1075/lllt.43.13ch13
Metadata
- Authors
- Hulstijn, J. H., & Laufer, B.
- Affiliations
- University of Amsterdam (NL)
- University of Haifa (IL)
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2001-09
- Volume
- 51
- Issue
- 3
- Pages
- 539-558
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2063765880
- Cited by
- 819
- References
- 21
- Citations by year
- 2026: 19 · 2025: 46 · 2024: 31 · 2023: 45 · 2022: 32 · 2021: 60 · 2020: 64 · 2019: 36 · 2018: 32 · 2017: 43 · 2016: 71 · 2015: 73 · 2014: 35 · 2013: 46 · 2012: 47
- FWCI
- 8.76
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Language Learning (publishedVersion)
- UvA-DARE (University of Amsterdam) (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- involvement load hypothesis, incidental vocabulary learning, vocabulary retention, EFL learners, reading comprehension, composition writing, fill-in-the-blank task, time on task
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