L2 Vocabulary Learning and the Use of Reading Tasks: Manipulating the Involvement Load Index

As Schmidt (2008) states, deeper engagement with new vocabulary as induced by tasks clearly increases the chances of learning those words. This engagement is theoretically clarified by the involvement load hypothesis (ILH, Laufer and Hulstijn, 2001), based on which the involvement index of each task can be measured. The present study was designed to test ILH by evaluating the impact of 4 different readingbased tasks on vocabulary acquisition and retention. Investigating learners beliefs about the use and effect of the tasks they performed has been another concern of this study. To this end, 120 female and male English undergraduates, attending Reading Comprehension 4 at the Islamic Azad University of Najaf Abad took part in the experiment. There were 4 intact classes that received 4 different tasks randomly. The first class completed an inputoriented task (multiplechoice questions or MCQ) with an ILI of 2. The second class completed an outputoriented task (sentence making or SM) with an ILI of 3. The third class completed an inputoriented task (multiple choice cloze test or MCT) with an ILI of 2, and the fourth group completed an outputoriented task (blankfilling or BF) with the same involvement load as that of the second class. The results showed that all tasks were conductive in vocabulary learning and retention. However the SM task was found to be the most effective of all. The task effectiveness which was asked through an interview with some of the participants, chosen randomly from each group, was in line with the above mentioned results. In other words, participants agreed that readingrelated tasks could facilitate L2 vocabulary acquisition and retention. Concerning their opinions about task type, they found SM easier and more conductive to vocabulary learning and retention. The findings of this research could attract EFL and ESL teachers attention to utilize the same task types in their classes in the form of class activities and could provide EFL and ESL students with an effective way of vocabulary learning and retention.