چكيده
-induced involvement has a significant positive effect on learning incidental vocabulary by impulsive and rThe study investigated the effect of task-induced involvement on incidental vocabulary learning of Iranian impulsive vs. reflective EFL learners. To this end, the researcher administered Nelson vocabulary test as the proficiency test to one hundred fifty (n=150) language learners who were already studying at the intermediate level at Jahad Daneshgahi Language Institute. Considering 1 standard deviation above and below the mean score of the participants pursue the purpose of the study. Both reflectivity questionnaire (Kember et al., 2000) and Barrat’s (1995) impulsivity questionnaire were given to the participants to homogenize them based on their learning styles, i.e., impulsivity and reflectivity. Considering the language learners’ learning styles, the participants were divided into 4 groups, namely, impulsive experimental group, impulsive control group, reflective experimental group, and reflective control group with 25 language learners in each group. As the main independent variable in the study was task-induced involvement, two types of tasks in the control group and the experimental group differed in the level of participants’ involvement in the task. TBLT implemented in the control groups started with form-focused steps, followed by meaning-focused activities, whereas in the experimental groups same tasks were carried out with a high level of participants’ involvement in the task. Considering the results of the data analysis, it can be concluded that taskeflective Iranian EFL learners. However, this effect does not differ on impulsive and reflective learners. The findings of the study could be used by educational systems, curriculum designers, and language teachers.
Keyword:
Impulsive learner- Incidental vocabulary learning- Reflective learner- Task induced involvement
on Nelson vocabulary test one hundred (n = 100) language learners were selected to
