The Effect of Task-Induced Involvement Load in oral Modality on L2 Vocabulary Comprehension, Production, and Retention

The present study aimed at investigating the effect of listening task-induced involvement load on L2 vocabulary comprehension, production, and retention. To this end, , initially a sample of90 Iranian B.A. level students majoring in TEFL and translation studies at Imam Khomeini International University (IKIU) were selected. After the administration of a subset of theMichigan Test of English Language Proficiency (MTELP), and the exclusion of the studentswho were not present in all treatment sessions, a sample of 60 participants remained. The participants were randomly assigned to three different groups of 20 members each. Each groupwas randomly assigned to a different treatment condition with various involvement loadindices. After six consecutive treatment sessions, the participants were exposed to both immediate, and delayed tests of vocabulary comprehension, and production. The data wereanalyzed using a separate One-way ANOVA procedure for each question. The results lendpartial support to the effectiveness of listening task-induced involvement load. In other words, the present study endorsed the claim that higher task-induced involvement load yields better vocabulary gain.