Beyond Cognitive Engagement: Task Motivation and Proficiency in L2 Vocabulary Retention

The Involvement Load Hypothesis in L2 vocabulary learning suggests that deeper engagement in tasks leads to better vocabulary acquisition. However, the interaction between cognitive engagement, affective variables (such as task motivation), and L2 proficiency remains understudied. This research aims to address this gap by examining how tasks with varying levels of cognitive involvement interact with task motivation and L2 proficiency in vocabulary learning. Twenty-six Korean high school students participated in a 5-week study, completing three vocabulary tasks with different levels of cognitive involvement. Participants were categorized into high and low proficiency groups. Results revealed that vocabulary gains varied according to proficiency levels. Notably, task motivation significantly influenced vocabulary gains among high-proficiency learners. The study concludes by discussing the implications of these findings for teaching and learning vocabulary through involvement tasks.