Task Modality as a Moderator of Involvement Load in L2 Vocabulary Acquisition and Retention: Evidence from Iranian EFL Learners

Articles in Press

Document Type : Original Article

Authors

Department of English Language, May.C., Islamic Azad University, Maybod, Iran

10.22034/jsllt.2026.24803.1137

Abstract

Although the Involvement Load Hypothesis (ILH) is an influential framework in L2 vocabulary research, relatively few studies have examined the isolated contribution of the Need component while holding other involvement factors constant. Addressing this gap, the present study investigated whether task modality (oral vs. written) moderates the effectiveness of task induced involvement when operationalized solely through two levels of Need (strong vs. moderate), with Search and Evaluation controlled across conditions. Sixty four intermediate Iranian EFL learners from four intact classes were assigned at the class level to four experimental conditions (n = 16 per group; age range: 14-16; M: 15): composition writing (strong Need), oral storytelling (strong Need), written judgment and rewording (moderate Need), and oral summarization (moderate Need). Receptive vocabulary knowledge was assessed through immediate and delayed posttests administered three weeks apart. A mixed design ANOVA revealed significant main effects for time, task modality, and Need. Although the interaction between Need and modality was not significant, a significant three way interaction among time, Need, and modality emerged, accounting for 21.1% of the variance in retention scores (ηp² = .211). Composition writing produced the highest levels of both immediate acquisition and delayed retention. These findings suggest that the effectiveness of task induced involvement depends not only on the level of Need but also on the modality through which it is enacted, highlighting the pedagogical value of high Need written tasks for durable vocabulary retention in EFL contexts.

Keywords

Journal of Studies in Language Learning and Teaching

Articles in Press, Accepted Manuscript
Available Online from 30 September 2026

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History

  • Receive Date: 22 June 2026
  • Revise Date: 12 September 2026
  • Accept Date: 20 September 2026

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