Vocabulary acquisition in learning English as a ...
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Vocabulary acquisition in learning English as a second language: examining the involvement load hypothesis and language anxiety with Taiwanese college students
Vocabulary acquisition in learning English as a second language: examining the involvement load hypothesis and language anxiety with Taiwanese college students
Name:Personal
Cheng, Hsin-Chia Role :Text(marcrelator)
creator
Cheng, Hsin-Chia Role :Text(marcrelator)
creator
Name:Personal
Lohr, Linda Role :Text(marcrelator)
thesis advisor
Lohr, Linda Role :Text(marcrelator)
thesis advisor
Name:Personal
Gall, James Role :Text(marcrelator)
thesis advisor
Gall, James Role :Text(marcrelator)
thesis advisor
Name:Personal
Bauer, Jeff Role :Text
committee member
Bauer, Jeff Role :Text
committee member
Name:Personal
Low, Michelle Role :Text
committee member
Low, Michelle Role :Text
committee member
Name:Corporate
Educational Technology Role :Text(marcrelator)
sponsor
Educational Technology Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
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text genre(marcgt)
Thesis
Origin Information
Place
:Text
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2011-05
2011-05
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2011-05
2011-05
Language
:Text
English
English
Physical Description
175 pages
born digital
175 pages
born digital
abstract
The purpose of this study was to investigate the impact on Taiwanese students' English vocabulary retention, task difficulty ratings, and task utility ratings under varied task load conditions (reading only, fill-in-the-blanks, writing) when controlling for level of trait anxiety. The task loads were based on the Involvement Load Hypothesis. The effects of task load on state anxiety were also examined. The participants in this study were 111 Taiwanese students, who were not English majors, from three English classes taught by the same teacher and using the same textbook at a university located in Northern Taiwan. The research findings included the following: students in the reading only group (with the lowest task load) generated higher vocabulary retention than the fill-in-the-blanks group (with a medium task load) when controlling for trait anxiety; after the learning tasks were completed, all students reported reduced state anxiety; the reading only group, which had the lowest task load, reported the highest difficulty ratings; students did not report higher utility ratings in higher task load conditions compared to lower ones when controlling for trait anxiety. One implication of this study is that the Involvement Load Hypothesis was able to distinguish between the lowest and highest load tasks, but did not adequately describe the moderate task. Further research should examine this and either revise or expand the model for more precision. note
Related Item
:series
Related Item
:thesis(displayLabel="Degree Type")
Ph.D.
Ph.D.
Related Item
:thesis(displayLabel="Degree Name")
doctoral
doctoral
identifier:Local
Cheng_unco_0161D_10072.pdf
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http://hdl.handle.net/10176/cogru:1323
http://hdl.handle.net/10176/cogru:1323
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Copyright is held by the author.
Record Information
languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Taiwan
Taiwan
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
accessCondition:restrictionOnAccess
Title Information:Alternative
Subject
Subject
Vocabulary Retention
Vocabulary Retention
Subject
Involvement Load Hypothesis
Involvement Load Hypothesis
Subject
English as a Foreign Language
English as a Foreign Language
Subject
Second Language Acquisition
Second Language Acquisition
Subject
Learning Anxiety
Learning Anxiety