The Effect of Task-induced Involvement Load on Unfamiliar L۲ Vocabulary Learning: Sentence Writing, Summary Writing, Imaginary Story Writing and Creative Sentence Writing
Publish place: Applied Research on English Language، Vol: 7، Issue: 1
Publish Year: 1397
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_AREUIT-7-1_004
تاریخ نمایه سازی: 5 دی 1400
Abstract:
The present study examined the effect of four types of post reading-based tasks with different index of task-induced involvement load (Laufer & Hulstijn, ۲۰۰۱) on EFL learners’ recognition and recall of unfamiliar L۲ vocabularies. To this end, ۸۸ intermediate EFL learners were randomly assigned to four groups and were instructed to employ four different tasks after reading two narrative texts: (۱) simple sentence writing; (۲) text summary writing; (۳) creative sentence writing; and (۴) imaginary story writing. A day after the output activity session, the participants took two post-tests: the production test and the recognition test. Three weeks later, the delayed post-tests were administered. Mixed ANOVA (Split-plot) was run to compare the performances of the groups on immediate and delayed post-tests. The results revealed that there were overall significant within-group and between-group differences among four groups of the study both in immediate and delayed posttests. The creative sentence writing group outperformed in comparison to the other three groups. The results of this study turned out to be partially consistent with involvement load hypothesis.
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Authors
Sakineh Jafari
Izlamic Azad University, Zanjan, Iran
siros Izadpanah
Izlamic Azad University, Zanjan, Iran
Reyhaneh Rahmani
Izlamic Azad University, Zanjan, Iran
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