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Abstract

The current study investigated the interaction between task-induced involvement load and the languages used in vocabulary glosses on incidental second language (L2) word learning in low proficiency learners of English as a foreign language (EFL). Using computer-based tasks, the study also probed whether a task with a higher level of involvement load promoted a greater learner engagement with unfamiliar words, as measured by their hypertext gloss lookup frequencies. A total of 160 Thai EFL learners were equally divided into five task conditions based on the relative level of involvement load (low, high) and type of target word gloss (no glosses, L1 glosses, L2 glosses). The findings suggest that a task with a higher level of involvement load and first language (L1) glosses is most conducive to L2 word learning and that gloss language can mediate the effect of involvement load. Moreover, a task with a higher level of involvement load prompted learners to be more engaged with unfamiliar L2 words, irrespective of gloss language. The study provides partial support for the Involvement Load Hypothesis and reveals the differential effects of L1 and L2 glosses on L2 learning, which were not taken into account in the hypothesis. Pedagogical implications are also discussed.

Keywords

EFL learners hypertext glosses incidental vocabulary learning involvement load hypothesis L1 glosses L2 glosses second language vocabulary acquisition

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The effects of task-induced involvement load and gloss languages on incidental L2 vocabulary learning

Abstract

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