1卷 第2期
Hainan University
纸质出版日期: 2017 ,
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QIN Chenghai. (2017). Assessing the Correlation Between Task-in-duced Involvement Load,Word Learning,and Learner's Regulatory Ability. . 认知科学(英文版), 1(2), 36-57.
QIN CHENGHAI. (2017). Assessing the Correlation Between Task-in-duced Involvement Load,Word Learning,and Learner's Regulatory Ability. . Journal of Human Cognition, 1(2), 36-57..
QIN Chenghai. (2017). Assessing the Correlation Between Task-in-duced Involvement Load,Word Learning,and Learner's Regulatory Ability. . 认知科学(英文版), 1(2), 36-57. DOI:
QIN CHENGHAI. (2017). Assessing the Correlation Between Task-in-duced Involvement Load,Word Learning,and Learner's Regulatory Ability. . Journal of Human Cognition, 1(2), 36-57.. DOI:
The present study
using quantitative and qualitative analyses
aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition
along with the role of learners'regulatory ability in mediating the effects of task-induced involvement load on word learning. A total of 60 university EFL students were recruited to the study. They first completed a checklist on metacognition and were then assigned to complete three tasks with varying degrees of involvement load followed by a vocabulary test. Of them
12 students also participated in an interview. The results showed that the two main components of metacognition
i.e.
the knowledge and regulation of metacognition
are closely and significantly correlated. The learners
assigned to four different ability groups (LK/LR
LK/HR
HK/LR
HK/HR)
were found to benefit most by engaging in a task with the highest involvement load.Despite the benefits
their regulatory ability mediated the effects of task-induced involvement load on word learning
which was corroborated by the interview results. The relevant implications for teaching and learning words through tasks are further discussed.
metacognitive knowledgeregulatory abilityinvolvementword learning
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