The effects of task-induced involvement on l2 academic word acquisition in korea

The study investigated the effects of task-induced involvement on academic vocabulary acquisition at both short- and long-term periods after treatment. Twenty-nine college students in Korea were randomly assigned to one of the three tasks: Read-without-glossary, Gap-fill-with-glossary, and Gap-fill-without-glossary. The ANCOVA statistics showed no significant differences among the three tasks, but the learning gains between pre-test and post-test was the most significant statistically in the input task (Read without glossary), compared with the output tasks (Gap-fill with glossary and Gap-fill without glossary). The finding could be due to the fact that academic vocabulary requires more intensive reading than general vocabulary, leading to more vocabulary learning gains.