The Effect of Task-Related Involvement Load and Cross-Modality on Vocabulary Learning

Hua-shan LU, Tao PEI, Jitpanat


Involvement load hypothesis has attracted the wide attention from researchers in the past decade; yet it still remains controversial due to inconsistent results from previous studies. The present study reports the findings of an experimental study investigating the effects of task-related involvement load and cross-modality (reading while listening) on vocabulary learning. 74 Thai first-year university students were recruited into the study. They were assigned into four groups with vocabulary learning tasks of ascending involvement load indices (2, 3, 4, and 4). The learning target words were 10 pseudo words which were glossed with other 10 distractive words at the back of the reading passages in each task. Cross-modality were integrated into one group task (group 4) so as to be compared with the other group (group 3) with the involvement load controlled. And the adapted Vocabulary Knowledge Scale was used as the test to evaluate these students’ performance on vocabulary. Then the perceptions on these tasks by the students was induced through the post-interview. The findings reveal that the increase of involvement load does lead to the higher achievement of vocabulary whereas the similar involvement load tasks may have little difference in vocabulary learning. And cross-modality was found to exert little effects on these learners’ vocabulary learning, while learners showed positive attitudes to the effects of the tasks and cross-modality.


Involvement load, Cross-modality, Vocabulary learning.


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