"Task-Induced Involvement Load in Korean EFL Adult Learners’ Incidental Vocabulary Learning"

2017 ◽  
Vol 22 (3) ◽  
pp. 27-53
Author(s):  
Hyunkyu Park
Keyword(s):  
Adult Learners ◽  
Vocabulary Learning ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Involvement Load

scholarly journals INVOLVEMENT LOAD HYPOTHESIS PLUS

2021 ◽  
pp. 1-30
Author(s):  
Akifumi Yanagisawa ◽  
Stuart Webb
Keyword(s):  
Vocabulary Learning ◽  
Meta Analysis ◽  
Relative Effectiveness ◽  
Learning Gains ◽  
Model Selection Approach ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Involvement Load ◽  
Effectiveness Index ◽  
Involvement Load Hypothesis

Abstract The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal statistical model (i.e., a set of predictor variables) that best predicts learning gains. Following previous findings, we investigated whether the prediction of the ILH improved by (a) examining the influence of each level of individual ILH components (need, search, and evaluation), (b) adopting optimal operationalization of the ILH components and test format grouping, and (c) including other empirically motivated variables. Results showed that the resulting models explained a greater variance in learning gains. Based on the models, we created incidental vocabulary learning formulas. Using these formulas, one can calculate the effectiveness index of activities to predict their relative effectiveness more accurately on incidental vocabulary learning.

Incidental vocabulary learning and retention of EFL learners

2021 ◽  
Vol 34 (1) ◽  
pp. 31-52
Author(s):  
Marco Cancino
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Research Field ◽  
L2 Reading ◽  
Relevant Variable ◽  
Efl Learners ◽  
Topic Interest ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
The Relationship

Abstract Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger et al., 2014). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, 2001; Renninger, 2009), and in L2 reading comprehension (Brantmeier, 2006; Eidswick, 2009). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee & Pulido, 2017). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.

The effects of word frequency and typographical enhancement on incidental vocabulary learning in reading

2019 ◽  
Vol 6 (1) ◽  
pp. 14-31 ◽  
Author(s):  
Claudia H. Sánchez Gutiérrez ◽  
Mercedes Pérez Serrano ◽  
Pablo Robles García
Keyword(s):  
Word Frequency ◽  
Vocabulary Learning ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning
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