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English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis

Vocabulary plays a crucial part in verbal exchange and is inevitable in second languageacquisition. A variety of hypotheses have been proposed to expound word acquisition; amongst the most significant and ef ective hypotheses is Laufer and Hulstijn’s Involvement Load Hypothesis. This study investi...

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Main Authors: Shu Qing, Seah, Khazriyati Salehuddin,
Format: Article
Language:English
Published: Fakulti Sains Sosial dan Kemanusiaan, Universiti Kebangsaan Malaysia 2022
Online Access:http://journalarticle.ukm.my/20890/1/500-Article%20Text-738-1-10-20221125.pdf
http://journalarticle.ukm.my/20890/
https://spaj.ukm.my/jws/index.php/jws/issue/view/28
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spelling my-ukm.journal.208902022-12-29T08:45:12Z http://journalarticle.ukm.my/20890/ English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis Shu Qing, Seah Khazriyati Salehuddin, Vocabulary plays a crucial part in verbal exchange and is inevitable in second languageacquisition. A variety of hypotheses have been proposed to expound word acquisition; amongst the most significant and ef ective hypotheses is Laufer and Hulstijn’s Involvement Load Hypothesis. This study investigates the ef ectiveness of Involvement Load Hypothesis in English vocabulary acquisition among high proficiency ESL students through three dif erent task types (i.e., passage reading, gap-filling, and sentence writing). This study adopts the mixed-method research design. Thirty Bachelor of Arts with Honours (English Language Studies), Universiti Kebangsaan Malaysia (UKM) students were randomly assigned to these three groups to complete dif erent tasks. All participants were given an immediate post-test after the task completion, and another spontaneous delayed post-test one week later to measure their English word learning. Qualitative data were obtained through a semi-structured interview with nine students. Results show the following: participants in the sentence writing task group (the highest involvement index: four) showed better word retention than those in gap-filling task (involvement index: two), who, in turn, performed better than participants in the passage reading task (involvement index: zero). This suggests that active involvement in vocabulary tasks ensure the success of vocabulary learning. Fakulti Sains Sosial dan Kemanusiaan, Universiti Kebangsaan Malaysia 2022-11 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/20890/1/500-Article%20Text-738-1-10-20221125.pdf Shu Qing, Seah and Khazriyati Salehuddin, (2022) English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis. Jurnal Wacana Sarjana, 6 (5). pp. 1-13. ISSN 2600-9501 https://spaj.ukm.my/jws/index.php/jws/issue/view/28
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Vocabulary plays a crucial part in verbal exchange and is inevitable in second languageacquisition. A variety of hypotheses have been proposed to expound word acquisition; amongst the most significant and ef ective hypotheses is Laufer and Hulstijn’s Involvement Load Hypothesis. This study investigates the ef ectiveness of Involvement Load Hypothesis in English vocabulary acquisition among high proficiency ESL students through three dif erent task types (i.e., passage reading, gap-filling, and sentence writing). This study adopts the mixed-method research design. Thirty Bachelor of Arts with Honours (English Language Studies), Universiti Kebangsaan Malaysia (UKM) students were randomly assigned to these three groups to complete dif erent tasks. All participants were given an immediate post-test after the task completion, and another spontaneous delayed post-test one week later to measure their English word learning. Qualitative data were obtained through a semi-structured interview with nine students. Results show the following: participants in the sentence writing task group (the highest involvement index: four) showed better word retention than those in gap-filling task (involvement index: two), who, in turn, performed better than participants in the passage reading task (involvement index: zero). This suggests that active involvement in vocabulary tasks ensure the success of vocabulary learning.
format Article
author Shu Qing, Seah
Khazriyati Salehuddin,
spellingShingle Shu Qing, Seah
Khazriyati Salehuddin,
English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis
author_facet Shu Qing, Seah
Khazriyati Salehuddin,
author_sort Shu Qing, Seah
title English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis
title_short English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis
title_full English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis
title_fullStr English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis
title_full_unstemmed English vocabulary acquisition among high proficiency ESL students from the perspective of involvement load hypothesis
title_sort english vocabulary acquisition among high proficiency esl students from the perspective of involvement load hypothesis
publisher Fakulti Sains Sosial dan Kemanusiaan, Universiti Kebangsaan Malaysia
publishDate 2022
url http://journalarticle.ukm.my/20890/1/500-Article%20Text-738-1-10-20221125.pdf
http://journalarticle.ukm.my/20890/
https://spaj.ukm.my/jws/index.php/jws/issue/view/28
_version_ 1753789433401835520
score 13.211869

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