The Relative Effectiveness of Gap Filling, Summary Writing and Sentence Making in EFL Vocabulary Acquisition

This study investigates whether reading task type affects English as a foreign language (EFL) learners’ vocabulary acquisition or not. 68 EFL learners are divided into three groups at random, assigned to one of tasks learning 15 target words meaning and part speech. The designed based on the Involvement Load Hypothesis (ILH), which induces need (N), search (S), evaluation (E) components involvement. involve same different components: gap filling (+N, -S, +E), summary writing +E) sentence making ++E). findings summarized follows: higher involvement loads induces, more word part-of-speech knowledge can acquire; effects with equal identical knowledge. results support ILH have some implications for teaching.