Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment

Yıl 2021, , 277 - 302, 08.04.2021

Ali Akbar Ansarin Salva Kazemipour Khabbazi

https://doi.org/10.32601/ejal.911288

Cited By: 3

Öz

This study aims at comparing the effect of single- and dual-annotation modes, working memory (WM), and three tasks of different involvement loads (sentence writing, close deletion, and paragraph writing) on passive and active vocabulary development of proficient English as a foreign language (EFL) learners. While listening to an expository text, participants (n = 204) were presented with annotations for twenty lexical items. Paribakht and Wesche’s (1997) Vocabulary Knowledge Scale was employed as the pre and posttests and via a listening span task, the learners’ WM capacities were measured. The results pointed to the efficacy of dual-mode over single-mode annotations concerning both passive and active vocabulary learning. The participants with higher WM capacities significantly performed better regarding active vocabulary learning for both textually and visually annotated words, thus no interaction between WM and input mode was found. The sentence writing task produced the highest scores in the vocabulary tests, whereas the cloze deletion and paragraph writing tasks did not significantly differ. Hence, the results only partially confirmed the Involvement Load Hypothesis. The current study corroborates other studies verifying the modality effect on vocabulary learning and suggests that both WM and task type are significant factors in EFL vocabulary learning.

Anahtar Kelimeler

Annotations, working memory, involvement load, passive vocabulary development, active vocabulary development

Kaynakça

• Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3), 199–226. https://dx.doi.org/10.1080/09588220802090246
• Alptekin, C., & Erçetin, G. (2011). Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading. TESOL Quarterly, 45, 235-266. https://dx.doi.org/10.5054/tq.2011.247705
• Baddeley, A. D. (2007). Working memory, thought, and action. Oxford: Oxford University Press.
• Baddeley, A. D. (2015). Working memory in second language learning. In Z. Wen, M. B. Mota & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp. 17–28). Bristol: Multilingual Matters.
• Bao, G. (2015). Task type effects on English as a foreign language learners’ acquisition of receptive and productive vocabulary knowledge. System, 53, 84–95. http://dx.doi.org/10.1016/j.system.2015.07.006
• Beal, V. (2007). The weight of involvement load in college level reading and vocabulary tasks. Unpublished doctoral dissertation, Concordia University.
• Boers, F., Warren, P., Grimshaw, G., & Siyanova-Chanturia, A. (2017). On the benefits of multimodal annotations for vocabulary uptake from reading. Computer Assisted Language Learning, 30(7), 709–725. https://doi.org/10.1080/09588221.2017.1356335
• Boers, F., Warren, P., He, L., & Deconinck, J. (2017). Does adding pictures to glosses enhance vocabulary uptake from reading? System, 66, 113–129. https://dx.doi.org/10.1080/09588221.2017.1356335
• Brunfaut, T., & Révész, A. (2014). The role of task and listener characteristics in second language listening. TESOL Quarterly, 49(1), 141–168. https://doi:10.1002/tesq.168
• Brunyé, T. T., Taylor, H. A., Rapp, D. N., & Spiro, A. B. (2006). Learning procedures: The role of working memory in multimedia learning experiences. Applied Cognitive Psychology, 20, 917–940. https://doi.org/10.1002/acp.1236
• Çakmak, F., & Erҫetin, G. (2017). Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening. ReCALL, 30(1), 24–47. https://doi.org/10.1017/S0958344017000155
• Conway, A., Kane, M., Bunting, M., Hambrick, D. Z., Wilhelm, O., & Engle, R. (2005).Working memory span tasks: a methodological review and user’s guide. Psychonomic Bulletin & Review, 12(5), 769–786. https://doi.org/10.3758/BF03196772
• Cottam, M. E. (2011). The effects of visual and textual annotations on Spanish listening comprehension, vocabulary acquisition and cognitive load. Unpublished doctoral dissertation, Arizona State University. Retrieved from https://www.learntechlib.org/p/118131
• Cowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26, 197-223. https://dx.doi.org/10.1007/s10648-013-9246-y
• Chen, X. (2013). Chinese EFL learners' noticing of recasts: Its relation to target structures, uptake, and working memory capacity. Unpublished doctoral dissertation, Michigan State University.
• Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450–466. https://doi.org/10.1016/S0022-5371(80)90312-6
• Daneman, M., & Carpenter, P. A. (1980). Listening span task [Audio file]. Retrieved from https://www.millisecond.com/download/library/listeningspan.
• De Westelinck, K., Valcke, M., De Craene, B., & Kirschner, P. (2005). Multimedia learning in social sciences: Limitations of external graphical representations. Computers in Human Behavior, 21, 555–573. https://doi:10.1016/j.chb.2004.10.030
• Doolittle, P., Terry, K., & Mariano, G. (2009). Multimedia learning and working memory. In R. Zheng (Ed.), Cognitive effects of multimedia learning (pp. 17-33). New York: Information Science References.
• Feng, T. (2015). Involvement load in translation tasks and EFL vocabulary learning. The New English Teacher, 9(1), 83-101.
• File, A., & Adams, R. (2010). Should vocabulary instruction be integrated or isolated? TESOL Quarterly, 44, 222–249. https://doi:10.5054/tq.2010.219943
• French, L. & O’Brien, I. (2008) Phonological memory and children’s second language grammar learning. Applied Psycholinguistics, 29, 463–487. https://doi:10.1017/S0142716408080211
• Gyselinck, V., Jamet, E., & Dubois, V. (2008). The role of working memory components in multimedia comprehension. Applied Cognitive Psychology, 22, 353–374. https://doi.org/10.1002/acp.1411
• Huang, S., Willson, V., & Eslami, Z. (2012). The effects of task involvement load on L2 incidental vocabulary learning: A meta-analytic study. The Modern Language Journal, 96, 544–557. https://doi.org/10.1111/j.1540-4781.2012.01394.x
• Iacobucci, D., Posavac, S. S., Kardes, F. R., Schneider, M. J., & Popovich. D. L. (2015). The median split: Robust, refined, and revived. Journal of Consumer Psychology, 25(4), 690–704. https://dx.doi.org/10.1016/j.jcps.2015.06.014
• Inan, F. A., Crooks, S. M., Cheon, J., Ari, F., Flores, R., Kurucay, M., & Paniukov, D. (2013). The reverse modality effect: Examining student learning from interactive computer-based instruction. British Journal of Educational Technology, 46(1), 123–130. https://doi:10.1111/bjet.12129
• Joh, J., & Plakans, L. (2017). Working memory in L2 reading comprehension: The influence of prior knowledge. System, 70, 107–120. https://dx.doi.org/10.1016/j.system.2017.07.007
• Jones, L. C., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4), 546–561. https://doi.org/10.1111/1540-4781.00160
• Juffs, A., & Harrington, M. W. (2011). Aspects of working memory in L2 Learning. Language Teaching: Reviews and Studies, 42, 137–166. https://doi:10.1017/S0261444810000509
• Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133(2), 189–217. https://doi:10.1037/0096-3445.133.2.189
• 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. https://doi:10.1177/1362168808089922
• Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61, 100–140. https://doi.org/10.1111/j.1467- 9922.2011.00644.x
• Kim, D., & Kim, D. (2012). Effect of screen size on multimedia vocabulary learning. British Journal of Educational Psychology, 43(1), 62-70. https://doi:10.1111/j.1467- 8535.2010.01145.x
• Kozan, K., Erçetin, G., & Richardson, J. C. (2015). Input modality and working memory: Effects on second language text comprehension in a multimedia learning environment. System, 55, 63–73. https://dx.doi.org/10.1016/j.system.2015.09.001
• Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review, 59(4), 567–587. https://doi:10.3138/cmlr.59.4.567
• Laufer, B. (2005). Focus on form in second language vocabulary learning. EUROSLA Yearbook, 5, 223–250. https://doi.org/10.1075/eurosla.5.11lau
• Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1–26. https://doi:10.1093/applin/22.1.1
• Leeser, M. J. (2007). Learner-based factors in L2 reading comprehension and processing grammatical form: Topic familiarity and working memory. Language Learning, 57, 229–270. https://dx.doi.org/10.1111/j.1467-9922.2007.00408.x
• Lin, C., & Tseng, Y. (2012). Videos and animations for vocabulary learning: A study on difficult words. The Turkish Online Journal of Educational Technology, 11(4), 346–355.
• Linck, J.A., Osthus, P., Koeth, J.T. & Bunting, M.F. (2014). Working memory and second language comprehension and production: a meta-analysis. Psychonomic Bulletin & Review, 21(4), 861–883. https://doi:10.3758/s13423-013-0565-2
• Mackey, A., Adams, R., Stafford, C., & Winke, P. (2010). Exploring the relationship between modified output and working memory capacity. Language Learning, 60(3), 501– 533. https://doi:10.1111/j.1467-9922.2010.00565.x
• Martin, K. I., & Ellis, N. C. (2012). The roles of phonological short-term memory and working memory in L2 grammar and vocabulary learning. Studies in Second Language Acquisition, 34, 179–413. https://doi:10.1017/S0272263112000125
• Martínez-Fernnádez, A. (2008). Revisiting the involvement load Hypothesis: Awareness, type of task and type of item. In M. Bowles, R. Foote, S. Perpiñán, & R. Bhatt (Eds.), Selected proceedings of the 2007 second language research forum (pp. 210–228). Somerville, MA: Cascadilla Proceedings Project.
• Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
• Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi:10.1207/S15326985EP3801_6
• Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73–115. https://doi:10.1111/j.1467-9922.2007.00435.x
• Nation, I. S. P. (2001). Learning vocabulary in another language. Harlow: Longman.
• Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge: Cambridge University Press.
• Paribakht, S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary development. In J. Coady, & T. Huckin (Eds.), Second language vocabulary acquisition: a rationale for pedagogy (pp. 147–200). Norwood, NJ: Ablex.
• Pichette, F., de Serres, L., & Lafontaine, M. (2012). Sentence reading and writing for second language vocabulary acquisition. Applied Linguistics, 33(1), 66–82. https://doi:10.1093/applin/amr037
• Phillips, D. (2015). Longman preparation course for the TOEFL iBT test. White Plains, NY: Pearson Education.
• Pourakbari, A. A., & Biria, R. (2015). Efficacy of task-induced involvement in incidental lexical development of Iranian senior EFL students. English Language Teaching, 8(5), 122-131. http://dx.doi.org/10.5539/elt.v8n5p122
• Rassaei, E. (2017). Computer-mediated textual and audio glosses, perceptual style and L2 vocabulary learning. Language Teaching Research, 1-19. Retrieved online on May, 2017 from https://journals.sagepub.com/doi/abs/10.1177/1362168817690183
• Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. IRAL, 45, 193–213. https://doi:10.1515/iral.2007.009
• Sagarra, N., & Herschensohn, J. (2010). The role of proficiency and working memory in gender and number agreement processing in L1 and L2 Spanish. Lingua, 120, 2022–2039. https://dx.doi.org/10.1016/j.lingua.2010.02.004
• Sanchez, C. A. & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34(2), 344–355. https://doi.org/10.3758/BF03193412
• Schmitt, N. (2008). Review article: instructed second language vocabulary learning. Language Teaching Research, 12, 329–363. https://doi:10.1177/1362168808089921
• Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York: Palgrave Macmillan.
• Seufert, T., Schütze, M., & Brünken, R. (2009). Memory characteristics and modality in multimedia learning: An aptitude-treatment-interaction study. Learning & Instruction, 19, 28–42. https://doi:10.1016/j.learninstruc.2008.01.002
• Sweller, J. (2010). Element interactivity and intrinsic, extraneous and germane cognitive load. Educational Psychology Review, 22, 123–138. https://doi.org/10.1007/s10648-010-9128-5
• Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
• Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74, 71–81. https://doi.org/10.1348/000709904322848824
• Tabbers, H. K., & de Koeijer, B. (2010). Learner control in animated multimedia instructions. Instructional Science, 38(5), 441–453. https://doi:10.1007/s11251-009-9119-4
• Williams, J. N. (2011). Working memory and SLA. In S. M. Gass, & A. Mackey (Eds.), The handbook of second language acquisition (pp. 427–441). New York, NY: Routledge.
• Yang, Y., Shintani, N., Li, S., & Zhang, Y. (2017). The effectiveness of post-reading word-focused activities and their associations with working memory. System, 70, 38–49. https://doi:10.1016/j.system.2017.09.012
• Yun, J. (2011). The effects of hypertext glosses on L2 vocabulary acquisition: A meta-analysis. Computer Assisted Language Learning, 24(1), 39–58. https://dx.doi.org/10.1080/09588221.2010.523285