Investigating the effectiveness of Involvement Load Hypothesis in vocabulary learning in the Slovak EFL context
Investigating the effectiveness of Involvement Load Hypothesis in vocabulary learning in the Slovak EFL context

Summary/Abstract: Vocabulary learning is a crucial part of English language acquisition. In order to learn vocabulary successfully, there is a need for effective vocabulary tasks. There are many tools to measure vocabulary task efficacy, and one of them is the Involvement Load Hypothesis. The ILH was evaluated by conducting an experimental study between three groups of 15 Slovak EFL learners. Learners completed tasks with different involvement loads and unannounced immediate post-test focused on meaning recall. The findings partially supported the Involvement Load Hypothesis. Students who had finished the task with the highest involvement load were found to recall significantly more meanings than students who had carried out the task with the lowest involvement load. However, the vocabulary gains of the learners who had completed the task with a moderate involvement load were not significantly different from other groups. This study shows that increasing the involvement load in the vocabulary tasks can be highly beneficial for Slovak EFL learners. Moreover, teachers and learners can benefit from this valuable insight into the effectiveness of materials used for teaching and learning vocabulary.

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