Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis

2016 ◽  
Vol 6 (12) ◽  
pp. 2237
Author(s):  
Varrick Douglas Jr.
Keyword(s):  
Student Performance ◽  
Vocabulary Acquisition ◽  
Intensive English ◽  
Writing Classes ◽  
Intensive English Programs ◽  
English Reading ◽  
Involvement Load ◽  
Improved Performance ◽  
Involvement Load Hypothesis

Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same material with different students. The research also found improved performance on task induced assignments with heavy involvement loads; however, long term retention of vocabulary acquired from those assignments proved to be relatively limited.

scholarly journals A Revisit To Vocabulary Acquisition In Involvement Load Hypothesis

2015 ◽  
Vol 192 ◽  
pp. 388-397 ◽  
Author(s):  
Hassan Soleimani ◽  
Mahboubeh Rahmanian ◽  
Khatereh Sajedi
Keyword(s):  
Vocabulary Acquisition ◽  
Involvement Load ◽  
Involvement Load Hypothesis

scholarly journals A Verification of Involvement Load Hypothesis on Chinese Adult English Learners

2018 ◽  
Vol 8 (5) ◽  
pp. 125
Author(s):  
Shuyun Huang
Keyword(s):  
Cognitive Processing ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Vocabulary Test ◽  
Chinese Adult ◽  
Incidental Vocabulary ◽  
Adult English Learners ◽  
Incidental Vocabulary Acquisition ◽  
Involvement Load ◽  
Involvement Load Hypothesis

The present research designed six tasks with various distributions of involvement components: need, search and evaluation to verify the predictability of Involvement Load Hypothesis on Chinese adult English learners. The results showed that the vocabulary exercises did facilitate the incidental vocabulary acquisition, but the exercise with higher involvement load did not necessarily benefit the students more than the exercise with lower involvement. Three components of involvement did not reveal the same effect on incidental vocabulary acquisition. And the superiority of exercise with higher involvement load existing in the immediate vocabulary test did not survive in the delayed vocabulary test. In the delayed vocabulary test there were not any statistically significant differences among six groups. The further analysis reported besides the cognitive processing aroused by the tasks, other critical factors also worked on the incidental vocabulary acquisition: inference skill and repetition of occurrence.

scholarly journals Research on the Influence of Computer Hypermedia Annotations on Incidental Vocabulary Acquisition in English Reading

2017 ◽  
Vol 12 (08) ◽  
pp. 95
Author(s):  
Lidan Mao ◽  
Yanhong Zhang
Keyword(s):  
Vocabulary Acquisition ◽  
Development Trend ◽  
Long Term Memory ◽  
Positive Role ◽  
Reading Vocabulary ◽  
English Reading ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
The Development Trend

This paper aims at disclosing the influence of computer hypermedia annotations on the incidental vocabulary acquisition of Chinese students in English reading. Firstly, the author defines and explains the basic concepts, and summarizes the development trend of English reading vocabulary teaching. Through several experimental cases, the author discusses the effect of different annotation modes, ranging from English mode, Chinese mode, image mode, no-image mode, to the combination of texts and images, on the students’ incidental acquisition of English vocabularies, and analyzes the test results of the experimental cases in light of the characteristics of long-term memory. According to the empirical results, the combination of Chinese annotations and images has better effect than other modes, and plays a positive role in promoting students’ incidental vocabulary acquisition.

scholarly journals The Rater Performance Categorization System (RPCS) for Intensive English Programs

2021 ◽  
Vol 9 (3) ◽  
pp. 225-241
Author(s):  
Alper Şahin
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Performance Assessments ◽  
Intensive English ◽  
High Stakes ◽  
Specialized Software ◽  
Intensive English Programs ◽  
Categorization System ◽  
Rater Performance ◽  
Academic Year

There are several student performance are assessed in Intensive English Programs (IEP) worldwide in each academic year. These student performances are mostly graded by human raters with a certain degree of error. However, the accuracy of these performance assessment is of utmost importance because they feed data into some high stakes decisions about the students and such performance assessments constitute a large number of students’ scores. Therefore, the accuracy of these performance assessments should be given priority by the IEPs. However, when the current rater performance monitors systems which can help the administrators of IEPs to monitor rater performance in performance assessment are away from practicality because they require the use of complex mathematical models and specialized software. A practical and easy to maintain rater performance categorization system is proposed in this paper and it was accompanied by a sample study  Its benefits to the administrators of IEPs and their raters are also discussed besides its practical considerations.

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