Data-Driven Learning Tasks and Involvement Load Hypothesis

Despite the increasing research on benefits of using corpora in language teaching and learning, Data-Driven Learning (henceforth, DDL) has been criticized for its lack contribution to second theories. This paper intends address this gap by examining assumptions Involvement Load Hypothesis (ILH) two DDL tasks with different cognitive loads. Learners were assigned one conditions: reading only or translation. Based ILH, translation is more effective than learning vocabulary, as it induces involvement (Laufer & Hulstjin, 2001). The groups received a pretest ensure their unfamiliarity six target words. Each group underwent instructional session under conditions. After session, students took three immediate post tests items: active recall form, passive meaning, production. Contrary expectations results showed no statistically significant difference mean vocabulary knowledge between groups. In addition, delayed test, reading-only higher scores form peers. findings highlight some important theoretical pedagogical implications tasks, particularly EFL learning.