The DOI matches its Crossref record; 45 of the 46 references it cites were found in a registry or an index, and 1 are not checked yet.
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial
Abstract
This study tests the claim that word learning and retention in a second language are contingent upon a task's involvement load (i.e. the amount of need, search, and evaluation it imposes), as proposed by Laufer and Hulstijn (2001). Seventy-nine beginning learners of Spanish completed one of three vocabulary learning tasks that varied in the amount of involvement (i.e. mental effort) they induced: reading comprehension (no effort), reading comprehension plus target word suppliance (moderate effort), and sentence writing (strong effort). Passive and active knowledge of the target words was assessed immediately after treatment and two weeks later. In line with the predictions of the Involvement Load Hypothesis, retention was highest in the sentence writing task, lower in the reading plus fill-in task, and lowest in the reading comprehension task. However, when time on task was considered, the benefit associated with more involving tasks faded. The results are discussed in light of form-focused vocabulary instruction.
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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 Keating, 2008
In the citing paper
“관여 부담 가설의 이론적 측면에서 논의하는 과업의 수준이 실제에 있어서는 예측에서 벗어나는 사례들이 많았고(e.g., Choi, 2015;Folse, 2006;Keating, 2008;Kim, 2015;Marmol & Sanchez-Lafuente, 2013;Park, 2011;Soleimani & Rahmanian, 2014;Yang et al., 2017;Zou, 2017)”
From Effects of Task-Induced Involvement Load and Working Memory on Korean High School Students’ Second Language Vocabulary Learning (2021) · cites this paper as Keating, 2008
Citations
Cites
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“Focus on form refers to the position held by many instructed SLA researchers that overt attention to linguistic elements is beneficial, if not necessary, for learners to acquire native-like competence (e.g. Doughty & Williams, 1998; Ellis, 2001; Long, 1991; Norris & Ortega, 2000).”
BackgroundFocus on Form: A Design Feature in Language Teaching Methodology
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“Focus on form refers to the position held by many instructed SLA researchers that overt attention to linguistic elements is beneficial, if not necessary, for learners to acquire native-like competence (e.g. Doughty & Williams, 1998; Ellis, 2001; Long, 1991; Norris & Ortega, 2000).”
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“…on trial Gregory D. Keating San Diego State University, USA This study tests the claim that word learning and retention in a second language are contingent upon a task’s involvement load (i.e. the amount of need, search, and evaluation it imposes), as proposed by Laufer and Hulstijn (2001).”
BackgroundInfluentialWe Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis
KRASHEN, S. (1989) · The Modern Language Journal · doi:10.1111/j.1540-4781.1989.tb05325.x · Cited by 1,274
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Cited by
Sorted by citations
Items 201–222 of 222
Meng, S., & Wang, M. (2022) · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · doi:10.2991/assehr.k.220704.102
Incidental Lexical Learning and the Involvement Load Hypothesis
Silva, B. B. (2022) · Second language learning and teaching · doi:10.1007/978-3-031-06505-7_2 · Cited by 1
Editorial: Incorporating technology for teaching vocabulary to second language learners
Rassaei, E. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1081901 · Cited by 1
“Further research also indicated the benefits of productive vocabulary learning activities that engage learners in recycling new words productively while performing learning tasks (e.g., Laufer, 2006; Keating, 2008; Min, 2008; Rassaei, 2017).”
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Valdehíta, A. S. M. (2023) · Cuadernos CANELA: Revista anual de Literatura, Pensamiento e Historia, Metodología de la Enseñanza del Español como Lengua Extranjera y Lingüística de la Confederación Académica Nipona, Española y Latinoamericana · doi:10.2107/canela.34.0_51
Борисовна, Е. Я. (2023) · Journal of Teaching English for Specific and Academic Purposes · doi:10.22190/jtesap221221012e · Cited by 1
“…their own interlanguage is especially important for advanced learners because they tend to: (a) pay less attention to such mismatches due to increased self-confidence (Shin, 2010); (b) ignore unfamiliar words if they are not essential for the understanding of the text (Keating, 2008; Kim, 2011).”
Alobaid, A. O. (2023) · Bulletin of The Faculty of Languages & Translation · doi:10.21608/bflt.2023.319519
“Tasks will involve different degrees of the same component (evaluation) to investigate Kim's (2008) above suggestion.”
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“As seen in previous studies (e.g. Keating, 2008; Laufer, 2005a; Pichette et al., 2012; Webb, 2005), the more opportunities that can be found for elaborative production tasks, the better the chances of retention.”
Influential관여도 가설과 어휘학습: 사고구술기법을 통한 탐색과 평가의 양상 고찰
강, 혜. (2024) · Modern English Education · doi:10.18095/meeso.2024.25.1.177
Effectiveness of Three Vocabulary Learning Tasks from The Perspective of Technique Feature Analysis
Tran, K. L. (2024) · EIKI Journal of Effective Teaching Methods · doi:10.59652/jetm.v2i3.272
The Effects of Creative Story Writing on EFL Learners’ Vocabulary Learning and Retention
Bozdoğan, H. N., & Ekmekçi, E. (2024) · Dil Eğitimi ve Araştırmaları Dergisi · doi:10.31464/jlere.1441076
Laufer, B. (2025) · Elsevier eBooks · doi:10.1016/b978-0-323-95504-1.00550-0
Preparing Second Language Reading Materials
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Urbanek, L., & Vogelaer, G. D. (2025) · Educational linguistics · doi:10.1007/978-3-031-91001-2_3
Effects of a Real-World Task on Korean EFL High School Students’ Incidental Vocabulary Learning
Lee, D. M., & Lee, S.-K. (2025) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2025.22.2.7.303
Learning new collocations: The effects of grouping and language of instruction
Breslaw, R., & Laufer, B. (2025) · System · doi:10.1016/j.system.2025.103873 · Cited by 3
Arseven, S. (2013) · EDULEARN proceedings
Chen, S., & Yu, L. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106518
Effects of Task-Induced Involvement Load and Motivation on L2 Vocabulary Learning
Yang, X., Zou, D., & Zhou, Z. (2026) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-026-01120-2
Gao, W., Wang, M., & Li, J. (2026) · Language Teaching Research · doi:10.1177/13621688261471712
Breslaw, R., & Laufer, B. (2026) · Applied Linguistics · doi:10.1093/applin/amag077
Dykes, G. A. (2011) · OpenGrey (Institut de l'Information Scientifique et Technique)
Metadata
- Authors
- Keating, G. D.
- Affiliations
- San Diego State University (US)
- Corresponding author
- Keating, Gregory D.
- ORCID
- Keating, Gregory D.
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 2008-07
- Volume
- 12
- Issue
- 3
- Pages
- 365-386
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2012822164
- Cited by
- 223
- References
- 46
- Citations by year
- 2026: 6 · 2025: 8 · 2024: 9 · 2023: 19 · 2022: 12 · 2021: 19 · 2020: 20 · 2019: 11 · 2018: 16 · 2017: 12 · 2016: 9 · 2015: 22 · 2014: 11 · 2013: 17 · 2012: 14
- FWCI
- 9.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Teaching Research (publishedVersion)
- Funders
- University of Illinois at Chicago
- 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, second language vocabulary acquisition, vocabulary retention, task effort, Spanish as a second language, sentence writing, reading comprehension, form-focused instruction, beginning learners, time on task
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