the purpose of the present study was to provide empirical support for the construct of the involvement load hypothesis (ilh ) in an efl context. to fulfill the purpose of the study, 4 intact groups consisting of 126 intermediate-level students participated in this experiment. in order to ensure that the participants were at the same level of english language proficiency, the nelson test was adm...

Involvement Load Hypothesis (ILH) and Technique Feature Analysis (TFA) are two frameworks which operationalize depth of processing of a vocabulary learning task. However, there is dearth of research comparing the predictive power of the ILH and the TFA across second language (L2) vocabulary learning tasks. The present study, therefore, aimed to examine this issue across four vocabulary learning...

Involvement Load Hypothesis (ILH) and Technique Feature Analysis (TFA) are two frameworks which operationalize depth of processing of a vocabulary learning task. However, there is dearth of research comparing the predictive power of the ILH and the TFA across second language (L2) vocabulary learning tasks. The present study, therefore, aimed to examine this issue across four vocabulary learning...

The purpose of the present study was to provide empirical support for the construct of the involvement load hypothesis (ILH ) in an EFL context. To fulfill the purpose of the study, 4 intact groups consisting of 126 intermediate-level students participated in this experiment. In order to ensure that the participants were at the same level of English language proficiency, the Nelson test was adm...

How deeply a word is processed has long been considered as a crucial factor in the realm of vocabulary acquisition. In literature, two frameworks have been proposed to operationalize the depth of processing, namely the Involvement Load Hypothesis (ILH) and the Technique Feature Analysis (TFA). However, they differ in the way they have operationalized it specially in terms of their attentional c...

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 involve...

a long-standing debate among the vocabulary researchers is the depth of processing to learn vocabulary. this paper is a quantitative research which considers a revision in the “involvement load hypothesis” proposed by laufer and hulstijn in 2001. it investigates the role of proficiency and evaluation in this hypothesis in order to better reveal its potential contribution to vocabulary learning....

As far as incidental vocabulary learning is concerned, the basic contention of the Involvement Load Hypothesis (ILH) is that retention of unfamiliar words is, generally, conditional upon the degree of involvement in processing them. This study examined input modality and incidental vocabulary uptake in a task-induced setting whereby three variously loaded task types (marginal glosses, fill-inta...

Grounded in sociocultural theory (SCT), this study explored whether the hypothesized difference in task-induced involvement could affect the actual realization of evaluation, one of the cognitive dimensions of the Involvement Load Hypothesis (ILH). A group of 24 Iranian EFL learners participated in the study. They were paired up to write a composition including ten unknown words in the ...