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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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“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
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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).”
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Cited by
Sorted by citations
The potential role(s) of writing in second language development
Williams, J. (2012) · Journal of Second Language Writing · doi:10.1016/j.jslw.2012.09.007 · Cited by 406
“Keating (2008) and Pichette, Serres, and LaFontaine (2012) had similar results: A writing task, assigned a higher involvement index than reading tasks, yielded higher word recall scores, but that effect faded with time.”
ResultThe Routledge Handbook of Instructed Second Language Acquisition
Ellis, R. (2017) · Routledge eBooks · doi:10.4324/9781315676968 · Cited by 357
“Several studies have tested Laufer and Hulstijn's involvement load hypothesis (e.g., Keating, 2008; Kim, 2008; Martínez-Fernández, 2008; Rott, 2005).”
BackgroundIncidental vocabulary acquisition: The effects of task type, word occurrence and their combination
Laufer, B., & Rozovski-Roitblat, B. (2011) · Language Teaching Research · doi:10.1177/1362168811412019 · Cited by 197
“Various productive tasks were usually more effective than comprehension tasks (Ellis & He, 1999; Hulstijn & Laufer, 2001; Laufer, 2003; Webb, 2005; Keating, 2008; Kim, 2008) Evidence has been accumulating to show that FonFs tasks that require learners to practise words in non-communicative contexts are quite useful an…”
BackgroundResearch into practice: Vocabulary
Nation, P. (2011) · Language Teaching · doi:10.1017/s0261444811000267 · Cited by 182
“Keating (2008), for example, found that sentence writing – the most effective activity – resulted in around half of the words being learned.”
BackgroundEckerth, J., & Tavakoli, P. (2012) · Language Teaching Research · doi:10.1177/1362168811431377 · Cited by 149
“Since the original proposal, some empirical studies have directly (Hulstijn and Laufer, 2001; Keating, 2008; Kim, 2008) or indirectly (Folse, 2006; Rott, 2007) addressed the predictions made by the involvement load hypothesis, and have produced mixed results.”
BackgroundMethodResultInfluential
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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