Volume 8, Issue 1 (3-2023)                   IJREE 2023, 8(1): 29-47 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Azadegan Dehkordi Z, Aghajanzadeh Kiasi G. Task-Induced Involvement Loads and Iranian Intermediate EFL Learners’ Knowledge of Collocations and Level of Motivation. IJREE 2023; 8 (1)
URL: http://ijreeonline.com/article-1-742-en.html
Department of English Language, College of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran
Abstract:   (263 Views)
The study intended to investigate the impact of task involvement loads on Iranian EFL learnersˈ collocation knowledge and their level of motivation. To achieve these goals, a sample of 78 intermediate learners were selected based on Solutions Placement Test. The participants were divided into three experimental groups of 26 learners assigned to one of the experimental conditions, namely tasks with involvement load 3 (multiple-choice, MC), and involvement load 2 (Fill-in-the-blanks, FB), and 4 (sentence formation, SF). Before running pretest to the groups, their familiarity with the targeted collocations were tested. Over the treatment course, learners in MC were provided with the collocations requiring them to recognize the right collocations in the multiple-choice format tests. The learners in FB group were provided with the same collocations but were required to complete sentences with appropriate collocations given at the end of the text. Finally, the learners in SF group were asked to make their own sentences using the given collocations. At the end, a learning motivation questionnaire was administered to the learners to determine the possible association(s) of task involvement loads with the learners’ learning motivation. The results of a one-way ANOVA indicated the three groups showed different results on the posttests. However, the SF difference with MC and FB was the highest indicating the highest impact of SF on the learners’ L2 collocations. The results of a multiple regression analysis also indicated different associations between the involvement loads and learners’ motivation. The findings can have pedagogical and theoretical implications for EFL teachers, learners, and researchers.

 
Full-Text [PDF 713 kb]   (104 Downloads)    
Type of Study: Research | Subject: Special

References
1. Adelian, M., Nemati, A., & Fumani, M. R. (2015). Collocations: The effect of Iranian advanced EL learners' knowledge of collocation on their writing ability. Theory Practice in Language Study, 5(5), 974-980. http://dx.doi.org/10.17507/tpls.0505.12 [DOI:10.17507/tpls.0505.12]
2. Aghajanzadeh Kiasi, G., & Pourhosein Gilakjani, A. (2023). The effects of definitional, sentential, and textual vocabulary learning strategies on Iranian EFL learners' vocabulary learning and retention. Reading & Writing Quarterly, 39(2), 155-172. doi: 10.1080/10573569.2022.2073575 [DOI:10.1080/10573569.2022.2073575]
3. Ahmadi Fatalaki, J. (2014). Involvement load hypothesis: Word meaning retention across oral and written task types. International Letters of Social and Humanistic Sciences, 37(1), 29-45. [DOI:10.18052/www.scipress.com/ILSHS.37.29]
4. Alcaraz-Mármol, G., & Almela, A. (2013). The involvement load hypothesis: Its effect on vocabulary learning in primary education. Revista Espanola de Linguistica Aplicada (RESLA), 26(1), 11-24. https://www.researchgate.net/publication/269094603_The_involvement_load_hypothesis_Its_effect_on_vocabulary_learning_in_primary_education
5. Ansarin, A., & Bayazidi, A. (2016). Task type and incidental L2 vocabulary learning: Repetition versus task involvement load. Southern African Linguistics and Applied Language Studies, 34(2), 135-146. [DOI:10.2989/16073614.2016.1201774]
6. Broeder, P., & Plunkett, K. (1994). Connectionism and second language acquisition. In N. Ellis (Ed.), Implicit and explicit leaning of language (pp. 421-53). London: Academic Press.
7. Craik, F. I. M. (2002). Levels of processing: Past, present, and future? Memory, 10(5/6), 305-318. [DOI:10.1080/09658210244000135]
8. Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. [DOI:10.1016/S0022-5371(72)80001-X]
9. Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268-294. doi:10.1037/0096-3445.104.3.268 [DOI:10.1037/0096-3445.104.3.268]
10. Demir, C. (2017). Lexical collocations in English: A comparative study of native and non-native scholars of English. Journal of Language and Linguistic Studies, 13(1), 75-87. https://dergipark.org.tr/en/pub/jlls/issue/36109/405450
11. Dorniey, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, New Jersey: Erlbaum.
12. Durrant, P. L. (2015). High-frequency collocations and second language learning. (Doctoral Dissertation). University of Nottingham, UK.
13. Fahim, M., & Vaezi, R. (2011). Investigating the effect of visually-enhanced input on the acquisition of lexical collocations by Iranian intermediate EFL learners: A case of verbnoun lexical collocations. Journal of Language Teaching and Research, 2(3), 552-560. [DOI:10.4304/jltr.2.3.552-560]
14. Firth, J. R. (1957). Modes of meaning. In J. R. Firth (Ed.), Papers in linguistics (pp. 190-215). Oxford: Oxford University Press.
15. Gohar, M. J., Rahmanian, M., & Soleimani, H. (2018). Technique feature analysis or involvement load hypothesis: Estimating their predictive power in vocabulary learning. Journal of Psycholinguistic Research, 47(4), 859-869. [DOI:10.1007/s10936-018-9568-5]
16. Guilloteaux, M. J., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77. [DOI:10.1002/j.1545-7249.2008.tb00207.x]
17. ‎ Hasani, N., & Dastgoshadeh, A. (2021). The effect of oral and written contextualization of collocation instruction on the learning and retention of semantically semitransparent English collocations. International Journal of Research in English Education (IJREE), 6(2), 21-37. ‎ [DOI:10.52547/ijree.6.2.21]
18. Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558. [DOI:10.1111/0023-8333.00164]
19. Joe, A. G. (2006). The nature of encounters with vocabulary and long-term vocabulary
20. acquisition. Unpublished doctoral dissertation. Victoria University of Wellington.
21. Karalik, T., & Merç, A. (2016). The effect of task-induced involvement load on incidental vocabulary acquisition. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(35), 77-92.
22. Keating, G. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research, 12(3), 365-386. http://dx.doi.org/10.1177/1362168808089922 [DOI:10.1177/1362168808089922]
23. Kiaei, S., Heravi Moghadam, N., & Moheb Hosseini, E. (2013). The effect of teaching collocations on enhancing Iranian EFL learners' reading comprehension. Journal of Advances in English Language Teaching, 1(1), 1-11.
24. Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61(1), 100-140. http://dx.doi.org/10.1111/j.1467-9922.2011.00644.x [DOI:10.1111/j.1467-9922.2011.00644.x]
25. Laufer, B., & Hulsijn, J. (2001). Incidental vocabulary learning in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26. [DOI:10.1093/applin/22.1.1]
26. Lewis, M. (2012). Teaching collocation: Further developments in the lexical approach. Teaching English as a Second or Foreign Language, 4(4), 62-69. https://tesl-ej.org/wordpress/issues/volume4/ej16/ej16r12/
27. Maftoon, P., & Sharifi Haratmeh, M. (2012). The relative effectiveness of input and output-oriented tasks with different involvement loads on the receptive and productive vocabulary knowledge of Iranian EFL learners. The Journal of Teaching Language Skills (JTLS), 4(2), 27-52. https://www.researchgate.net/publication/299423817_The_Relative_Effectiveness_of_Input_and_Output-oriented_Tasks_with_Different_Involvement_Loads_on_the_Receptive_and_Productive_Vocabulary_Knowledge_of_Iranian_EFL_Learners
28. Margolis, D. P. (2010). Handling oral error feedback in language classrooms. Minne WITESOL Journal, 27, 67-75.https://conservancy.umn.edu/bitstream/handle/11299/109923/3_Margolis.pdf?sequence=1
29. Martin, A. J. (2003). The student motivation scale: Further testing of an instrument that measures school students' motivation. Australian Journal of Education, 47(1), 88-106. [DOI:10.1177/000494410304700107]
30. Masoud Kabir, F., & Aghajanzadeh Kiasi, G. (2017). The effect of task-induced involvement load on Iranian intermediate EFL learners' learning of phrasal verbs. European Journal of English Language Teaching, 3(1), 60-74. [DOI:10.5281/zenodo.930183]
31. Mousavi, M., Zarei, A., & Ahanghari, S. (2021). The effects of task focus and involvement load on idioms recognition. Journal of Modern Research in English Language Studies, 8(4), 159-181. https://journals.ikiu.ac.ir/article_2422_0eb5527bccb21aecaf97520cd9824f3e.pdf
32. Namaziandost, E., Hosseini, E., & Utomo, D. (2020). A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners. Cogent Arts & Humanities, 7(1), 1-15. [DOI:10.1080/23311983.2020.1715525]
33. Namaziandost, E., Pourhosein Gilakjani, A., & Shakibaei, G. (2021). Short-block instruction versus long-block instruction: Impact on reading motivation and reading attitude. Iranian Journal of Learning and Memory, 3(12), 61-74. doi: 10.22034/iepa.2021.252411.1220
34. Namaziandost, E., Razmi, M. H., Tilwani, S. A., & Pourhosein Gilakjani, A. (2022). The impact of authentic materials on reading comprehension, motivation, and anxiety among Iranian male EFL learners. Reading & Writing Quarterly, 38(1), 1-18. [DOI:10.1080/10573569.2021.1892001]
35. Nation, I. S. P. (2006). Language education-vocabulary. In K. Brown (Ed.), Encyclopaedia of language and linguistics (pp. 494-499). Oxford, UK: Elsevier. [DOI:10.1016/B0-08-044854-2/00678-7]
36. Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge: Cambridge University Press. [DOI:10.1017/CBO9781139858656]
37. Nation, I. S. P., & Webb, S. (2011). Researching and analyzing vocabulary. London: Heinle.
38. O'Dell, F., & McCarthy, M. (2008). English collocations in use: Intermediate (1st ed.). Cambridge: Cambridge University Press.
39. Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. http://rhartshorne.com/fall-2012/eme6507-rh/cdisturco/eme6507-eportfolio/documents/pintrich%20and%20degroodt%201990.pdf [DOI:10.1037/0022-0663.82.1.33]
40. Rahimi, S., & Rezaee, A. (2020). Obstacles inhabiting EFL teachers from implementation of task-based instruction. International Journal of Research in English Education (IJREE), 5(4), 41-60. http://ijreeonline.com/article-1-679-en.html [DOI:10.29252/ijree.5.4.41]
41. Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). Harlow: Pearson Education Limited.
42. Sabboor Hussain, M., Salam, A., & Farid, A. (2020). Students' motivation in English language learning (ELL): An exploratory study of motivation-al factors for EFL and ESL adult learners. International Journal of Applied Linguistics & English Literature, 9(4), 15-28. https://www.researchgate.net/publication/346082859_Students%27_Motivation_in_English_Language_Learning_ELL_An_Exploratory_Study_of_Motivation-al_Factors_for_EFL_and_ESL_Adult_Learners [DOI:10.7575/aiac.ijalel.v.9n.4p.15]
43. Sarbazi, M. (2014). Involvement load hypothesis: Recalling unfamiliar words meaning by adults across genders. Procedia - Social and Behavioral Sciences, 98(1), 1686-1692. doi: 10.1016/j.sbspro.2014.03.594 [DOI:10.1016/j.sbspro.2014.03.594]
44. Shehata, A. K. (2008). L1 influence on the reception and production of collocations by advanced ESL/EFL Arabic learners of English. (Ph.D. Dissertation). Athens: OH: Ohio University.
45. Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.
46. Soleimani, H., & Rahmanian, M. (2015). Visiting involvement load hypothesis and vocabulary acquisition in similar task types. Theory and Practice in Language Studies, 5(9), 1883-1889. http://www.academypublication.com/issues2/tpls/vol05/09/16.pdf [DOI:10.17507/tpls.0509.16]
47. Soleimani, H., & Rostami Abu Saeedi, A. (2016). The interaction between involvement load hypothesis evaluation criterion and language proficiency: A case in vocabulary retention. Iranian Journal of Applied Language Studies, 8(1), 173-194. [DOI:10.22111/IJALS.2016.3025]
48. Sung, J. (2003). English lexical collocations and their relation to spoken fluency of adult nonnative speakers (Ph.D. Dissertation). Indiana University of Pennsylvania.
49. Tahmasbi, M., & Farvardin, M. (2017). Probing the effects of task types on EFL learners' receptive and productive vocabulary knowledge: The case of involvement load hypothesis. SAGE Open, 7(3), 1-10. [DOI:10.1177/2158244017730596]
50. Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. A Journal of Research in Language Studies, 58(2), 357-400. [DOI:10.1111/j.1467-9922.2008.00444.x]
51. Van Polen, Z. (2014). The effects of task-induced involvement load and word exposure frequency on L2 incidental vocabulary learning through reading (Doctoral Dissertation). Universiteit Van Amsterdam.
52. Wray, A. (2012). Formulaic language and the lexicon. Cambridge: Cambridge University Press.
53. Wu, K. H. (2015). The effect of teaching collocations on the students' perceptions toward language learning. Studies in English Language Teaching, 3(3), 215-236. [DOI:10.22158/selt.v3n3p215]
54. Yaqubi, B., Rayati, R. A., & Allemzade Gorji, N. (2012). The involvement load hypothesis and vocabulary learning: The effects of task types and involvement index on l2 vocabulary acquisition. Journal of Teaching Language Skills (JTLS), 2(1), 145-163. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=bbf9268c58c63238d30317bbb4423b7ec264d832
55. Zare, A., & Zare, F. (2016). A comparative analysis of collocation in Arabic English translations of the glorious Qur'an. The Journal of Applied Linguistics and Applied literature: Dynamics and Advances, 4(2), 115-128. http://dx.doi.org/10.22049/JALDA.2018.26177.1054
56. Zarei, A. A., & Mousavi, M. (2016). The effects of feedback types on learners' recognition of lexical collocations. International Journal of Applied Linguistics & English Literature, 5(2), 150-158. http://dx.doi.org/10.7575/aiac.ijalel.v.5n.2p.150 [DOI:10.7575/aiac.ijalel.v.5n.2p.150]
57. Zhang, Y., Lin, C., Zhang, D., & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 87(1), 57-74. http://dx.doi.org/10.1111/bjep.12135 [DOI:10.1111/bjep.12135]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2023 CC BY-NC 4.0 | International Journal of Research in English Education

Designed & Developed by : Yektaweb