An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning

The present study aimed at examining the adequacy of task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find whether proficiency level learners had a role effectiveness vocabulary tasks with different loads. One hundred and thirty-six university students were randomly assigned into four task groups, each which included upper lower intermediate learners. Reading comprehension discussion, reading gap filling, plus sentence-making translation loads compared against other terms immediate delayed retention new words. partially supported that highest resulted better results experiment also showed similar might not result amounts Keywords: Task-induced involvement, hypothesis, learning, word retention, task.