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Abstract This study explores the effects of involvement load, L2 motivation, and their association with L2 vocabulary learning. Non-English majors from a northern China university ( N = 114) were randomly assigned to three experimental groups and one control group. The three experimental groups participated in three tasks with different involvement load indices. Two types of word knowledge (word recognition and word recall) were measured to examine the treatment effects. Participants completed an L2 motivation questionnaire measuring their L2 motivation. The results of regression analysis from the three experimental groups provided partial support for the Involvement Load Hypothesis (Laufer & Hulstijn, 2001). A moderation analysis of motivation variables and word knowledge across different involvement-load tasks showed that one component of L2 motivation moderated the effects of two task conditions, revealing an association between involvement-load tasks and L2 motivation.
Yang et al. (Thu,) studied this question.
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