Task-induced Involvement, Motivation and Second Language Vocabulary Learners: Replicating and Extending Hulstijn & Laufer (2001)

Abstract

This study is a replication and extension of Hulstijn and Laufer (2001) and focuses on English learners’ incidental learning of vocabulary in specific task conditions and factors that affect this learning. Using Laufer and Hulstijn’s (2001) Involvement Load Hypothesis (ILH) as a basis for examining task effectiveness, we explore EFL learners’ vocabulary learning in three task conditions: Reading, Reading Plus Fill-In, and Writing. Beyond the task effects, we extend the original design by examining learners’ gains at different levels of lexical mastery, measuring their motivation and task engagement, and including interview-based qualitative findings exploring their experiences and perceptions of participation. Findings indicate that Reading was the least effective condition in terms of vocabulary learning, with Reading Plus and Writing resulting in similar lexical gains, only partially confirming Hulstijn and Laufer (2001). As regards task engagement, there were no statistical differences in participants self-reported scores across groups, but the dynamic nature of their engagement was evident, as was the role of their emotions. Based on these findings, we present a theoretical and methodological discussion of the ILH in terms of its use, interpretation and predictions of task effects on vocabulary learning. We also underline the value of replication research and call for more cross-disciplinary research approaches in this area, particularly in relation to learner-related variables.

Keywords

Full text

How to cite