Relevant bibliographies by topics / Task-Induced Involvement Load Hypothesis

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  1. Journal articles
  2. Dissertations / Theses
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  4. Conference papers

Academic literature on the topic 'Task-Induced Involvement Load Hypothesis'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Task-Induced Involvement Load Hypothesis"

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Jahangard, Ali. "An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning." International Journal of Learning and Teaching 13, no. 2 (2021): 102–13. http://dx.doi.org/10.18844/ijlt.v13i2.5800.

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The present study aimed at examining the adequacy of the task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find out whether proficiency level of learners had a role in the effectiveness of the vocabulary tasks with different involvement loads. One hundred and thirty-six university students were randomly assigned into four task groups, each of which included upper and lower intermediate learners. Reading comprehension and discussion, reading comprehension and gap filling, reading comprehension plus sentence-making and reading comprehension plu
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Ali, Jahangard, and Movassagh Hossein. "BRAIN Journal - High vs. Low Load Vocabulary Learning Tasks: A Case for Intentional Learning." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 2, no. 4 (2011): 48–55. https://doi.org/10.5281/zenodo.1042627.

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ABSTRACT The present study aimed at investigating whether the amount of task-induced involvement load has any effects on the immediate and delayed retentions of words in an intentional learning environment. To meet this end, two groups of college students were selected as the participants of the study. The immediate and delayed retentions of ten unknown words were measured in two learning tasks (reading comprehension vs. reading comprehension plus sentence production) which induced different amounts of involvement loads. The time-on-task also differed in the two groups. No significant differen
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Zou, Di. "Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis." Language Teaching Research 21, no. 1 (2016): 54–75. http://dx.doi.org/10.1177/1362168816652418.

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This research inspects the allocation of involvement load to the evaluation component of the involvement load hypothesis, examining how three typical approaches to evaluation (cloze-exercises, sentence-writing, and composition-writing) promote word learning. The results of this research were partially consistent with the predictions of the hypothesis: the two writing tasks with greater involvement load led to significantly better word learning than cloze-exercises with lower load, while composition-writing was significantly more effective than sentence-writing despite the same involvement load
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Jr., Varrick Douglas. "Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis." Theory and Practice in Language Studies 6, no. 12 (2016): 2237. http://dx.doi.org/10.17507/tpls.0612.01.

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Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same m
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Ruegg, Rachael, and Cherie Brown. "“Digging Deep”: Using the Task Involvement Load Hypothesis to analyse textbooks for vocabulary learning potential." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (2019): 17–28. http://dx.doi.org/10.21831/lingped.v1i1.18481.

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In the process of vocabulary acquisition, the extent to which tasks require depth of processing, termed ‘task-induced involvement’ by Laufer and Hulstijn (2001), and the potential effects of this on subsequent vocabulary retention, deserve greater attention. Laufer and Hulstijn (2001) claim that when ‘need’, ‘search’ and ‘evaluation’ are required in order to complete a task, learners engage with words more deeply, thus optimizing potential for successful vocabulary retention. This study was designed to ascertain the extent to which tasks, in commonly used reading textbooks and integrated skill
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Fatalaki, Javad Ahmadi. "Involvement Load Hypothesis: Word Meaning Retention across Oral and Written Task Types." International Letters of Social and Humanistic Sciences 37 (August 2014): 29–45. http://dx.doi.org/10.18052/www.scipress.com/ilshs.37.29.

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Involvement Load Hypothesis for the first time has been proposed by Laufer and Hulstijn (2001). Based on their theory, second language vocabulary learning, consists of three basic components: need, search, and evaluation. Those Tasks which induce a higher involvement load are more effective than those with lower involvement. The important question is that which modality has the higher effect on task involvement load? In order to answer this question, this study aims at discussing the effect of modality-based activities, that is, Listening and Reading, on task-induced involvement on vocabulary
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Zarifi, Abdolvahed, Jayakaran Mukundan, and Elizabeth O’Dowd. "Cognitive Load Framework: An Alternative to The Involvement Load Hypothesis." Khazar Journal of Humanities and Social Sciences 24, no. 3 (2021): 17–27. http://dx.doi.org/10.5782/2223-2621.2021.24.3.17.

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Achieving an acceptable degree of proficiency in any language is no doubt threatened by the daunting task of mastering a bulk of new vocabulary items. Although incidental reading is often considered an invaluable source of vocabulary learning, it seems to be such a slow and error-prone process that it needs to be supplemented with explicit instruction. In order to design and assess practical activities for vocabulary learning and retention, researchers have presented several techniques and models, from which the Involvement Load Hypothesis appears to be the most popular and of widespread use b
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Park, Soon-Young, and Ji-Hye Kim. "The Effect of Task Types on Verb Subcategorization Learning by High School English Learners -A Focus on the Task-induced Involvement Load Hypothesis-." Korean Journal of Teacher Education 40, no. 3 (2024): 31–49. http://dx.doi.org/10.14333/kjte.2024.40.3.02.

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Purpose: This study investigated the influence of task involvement levels on Korean high school students' learning of verb subcategorization knowledge. Based on the Task-induced involvement load hypothesis in vocabulary acquisition, we analyzed whether different tasks with varying levels of involvement affect the learning of sentence structures inevitably derived from verbs. Methods: Sixty homogeneous Korean second-year high school students were selected and were divided into three groups, for applying different types of tasks. We used nine verbs belonging to the “putting verb” category, and d
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현주은 and JieYoungKim. "Investigating the Task Involvement Load Hypothesis in EFL Learners’ Vocabulary Learning." Journal of the Korea English Education Society 15, no. 1 (2016): 1–22. http://dx.doi.org/10.18649/jkees.2016.15.1.1.

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Soleimani, Hassan, and Mahboubeh Rahmanian. "Visiting Involvement Load Hypothesis and Vocabulary Acquisition in Similar Task Types." Theory and Practice in Language Studies 5, no. 9 (2015): 1883. http://dx.doi.org/10.17507/tpls.0509.16.

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Dissertations / Theses on the topic "Task-Induced Involvement Load Hypothesis"

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Song, Wanlu. "Learning vocabulary without tears : a comparative study of the jigsaw and information gap tasks in vocabulary acquisition at school." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8493.

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The primary purpose of the present study is to compare the effectiveness of the jigsaw task and information gap tasks in understanding new words and retaining them. Sixteen pupils aged between eleven and twelve were involved in the study and divided into two groups. They were allocated either a jigsaw task or an information gap task. This study consists of a pre-test, immediate post-test, delayed post-test as well as a questionnaire. The pupils were required to carry out the chosen tasks, tested immediately and then one week later. The results of the questionnaire are also discussed in order t
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Tsai, Chia-jung, and 蔡佳蓉. "Revisiting the Construct Weights of Task Involvement Load Hypothesis in Vocabulary Learning and Retention." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/75442595499428283642.

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博士<br>國立彰化師範大學<br>英語學系<br>102<br>Vocabulary learning has long been a focus area of research. Building on the conception of depth of processing and motivation, Laufer and Hulstijn (2001) proposed the Task Involvement Load Hypothesis which assumes that vocabulary learning and retention are dependent on a task’s involvement-induced load, which is determined by the constructs of the hypothesis: need, search, evaluation. A task which entails higher involvement load is claimed to be more effective than a task which induces lower involvement load. However, several empirical studies have found that ta
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Chen, Chun-Li, and 陳純麗. "The Effect of Task-Induced Involvement Load on EFL Learners' Vocabulary Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/62804319924588263293.

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碩士<br>國立嘉義大學<br>外國語言學系研究所<br>99<br>This study aimed to investigate the effect of different degrees of task-induced involvement load on vocabulary learning. A total of 209 EFL college students who participated in this study were randomly assigned to one of the four reading tasks. The participants assigned to Task 1 read three reading texts and answered comprehension questions. The participants assigned to Task 2 read reading texts with boldfaced target words and answered comprehension questions. The participants assigned to Task 3 read reading texts with boldfaced target words and answered comp
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Book chapters on the topic "Task-Induced Involvement Load Hypothesis"

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Muir, Christine, and Paweł Szudarski. "Motivation, Task-Induced Involvement Load and Incidental Vocabulary Learning." In Researching Incidental Vocabulary Learning in a Second Language. Routledge, 2024. http://dx.doi.org/10.4324/9781003270782-13.

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"Task-Induced Involvement Load." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_2450.

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Conference papers on the topic "Task-Induced Involvement Load Hypothesis"

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Aotani, Noriko, and Shin’ya Takahashi. "EFFECTS OF INVOLVEMENT LOAD IN EXTENSIVE READING ON LEXICAL RELATIONS AMONG ALREADY KNOWN L2 WORDS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end116.

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"The effects of task-induced involvement load, evaluation and need in particular, in extensive reading on a change of the lexical relations that EFL learners perceive were investigated. Fifty-two Japanese university students were assigned to one of three groups. All groups were given the same reading material (an English passage of 319 words including 12 target words) but with different tasks. MCQ group answered multiple-choice questions about the contents of the passage. MCQ+FB group answered fill-in-the-blank questions in the passage as well as the MCQ. MCQ+Com group did a composition task u
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Stensrud, Rune, Sigmund Valaker, Aleksander Simonsen, and Olav Rune Nummedal. "Situation awareness training as a prerequisite for handling complexity in Human-autonomy teaming: Demonstration and experiment proposal." In Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004514.

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Human-autonomy teaming (HAT) is characterized by high degrees of interdependence between humans and machine (Lyons, 2021). This underscore the need for human-autonomy teams (HATs) defined as “at least one human working cooperatively with at least one autonomous agent” (McNeese et al., 2018, p.262). However, this interdependence may vary, for example according to how well the human (s) and machine (s) may solve subtasks autonomously. Drawing on the extant literature on human decision making, the ability to project future events is essential to prioritize and use both human and machine resources
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Verda, Vittorio. "An Improved Thermoeconomic Diagnosis Procedure for the Detection of Different Malfunctions of Complex Energy Systems." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42573.

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Diagnosis of energy systems mainly consists of detecting and locating anomalies that cause reduction in the system efficiency or can cause major failures. This is an important task due to its economic implications. The attention is here focused on the anomalies that affect the system efficiency. The problem of their location is not easy to solve, due to some ‘disturbs’ that make propagate the effects of an anomaly throughout the system. These effects are caused by the dependence of the components’ behavior on their operating conditions. Moreover they can be amplified by the intervention of the
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