A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners

Abstract

This study aimed to compare the impact of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners. In a cross-sectional control and experimental group design, two sophomore intact BA classes majoring in translational studies were participated in this study. The first experimental group (the one with high involvement load) was required to sit for the first reading comprehension test. Here, the first Vocabulary Knowledge Scale (VKS1) was utilized to see whether any learning had occurred in the target vocabulary chosen from the reading. At the same time, in another place, the second experimental group (the one with lack of involvement load) was given the second reading comprehension task. After two weeks, they were given VKS2 and scores were gathered. Upon analyzing the data through independent samples t-test, it was revealed that exposing learners to high level of involvement load can play a significant role in developing English vocabulary. Furthermore, it was divulged that vocabulary retention acquired with high level of involvement load was not significant though these were better remembered by the participants than the ones with lack of involvement load. Such results can be used by teachers of English as a foreign language (EFL) and vocabulary instructors to design effective reading activities with proper difficulty levels.