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Cogent Arts & Humanities Volume 7, 2020 - Issue 1
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LITERATURE, LINGUISTICS & CRITICISM

A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners

Ehsan Namaziandost1 Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, IranCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8393-2537View further author information
ORCID Icon,
Esmaeil Hosseini1 Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, IranView further author information
&
Dhafid Wahyu Utomo2 English Department, University of Sultan Ageng Tirtayasa, IndonesiaView further author information
|
Jie Dong3 Tsinghua University, BeijingChinaView further author information
(Reviewing editor)
Article: 1715525 | Received 27 Jun 2019, Accepted 08 Jan 2020, Published online: 21 Jan 2020

Citations (16)

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Read on this site (9)

Yi-shan Shi & Chih-yung Tsai. (2022) Fostering vocabulary learning: mind mapping app enhances performances of EFL learners. Computer Assisted Language Learning 0:0, pages 1-47.
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Ehsan Namaziandost, Mohammad Hasan Razmi, Shouket Ahmad Tilwani & Abbas Pourhosein Gilakjani. (2022) The Impact of Authentic Materials on Reading Comprehension, Motivation, and Anxiety Among Iranian Male EFL Learners. Reading & Writing Quarterly 38:1, pages 1-18.
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Sahar Taheri & Ghafour Rezaie Golandouz. (2021) The effect of task type on EFL learners’ acquisition and retention of vocabulary: an evaluation of the involvement load hypothesis. Cogent Education 8:1.
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Ehsan Namaziandost, Mina Homayouni & Pegah Rahmani. (2020) The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts & Humanities 7:1.
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Ehsan Namaziandost, Abbas Pourhosein Gilakjani & Hidayatullah. (2020) Enhancing pre-intermediate EFL learners’ reading comprehension through the use of Jigsaw technique. Cogent Arts & Humanities 7:1.
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Poupak Alipour. (2020) A Comparative Study of Online Vs. Blended Learning on Vocabulary Development Among Intermediate EFL Learners. Cogent Education 7:1.
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Ehsan Namaziandost, Samir Alekasir, Murad Hassan Mohammed Sawalmeh & M. Zaini Miftah. (2020) Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment. Cogent Education 7:1.
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Parisa Etemadfar, Seyyed Mohammad Ali Soozandehfar & Ehsan Namaziandost. (2020) An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education 7:1.
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Ehsan Namaziandost, Murad Hassan Mohammed Sawalmeh & Masoumeh Izadpanah Soltanabadi. (2020) The effects of spaced versus massed distribution instruction on EFL learners’ vocabulary recall and retention. Cogent Education 7:1.
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Articles from other publishers (7)

Mustafa ELSAYED. (2022) THE EFFECTIVENESS OF USING JIGSAW STRATEGY IN COMPARISON TO TRADITIONAL LECTURING IN ENHANCING READING COMPREHENSION SKILLS OF SAUDI EFL LEARNERS. IJAEDU- International E-Journal of Advances in Education, pages 247-260.
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Sayeed Asif Akramy, Abdul Qawi Noori, Sayeed Naqibullah Orfan & Aminuddin Hashemi. (2022) Effective techniques of teaching vocabulary in Afghan EFL classrooms. Asian-Pacific Journal of Second and Foreign Language Education 7:1.
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Lida Zarearsanjani & Laleh Fakhraee Faruji. (2021) The Effect of Unfocused versus Focused Metalinguistic Feedback on the Iranian EFL Learners’ Use of Dependent Clauses in Writing. International Journal of Research in English Education 6:2, pages 52-70.
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Ehsan Namaziandost, Mohammad Hasan Razmi, Shadi Heidari & Shouket Ahmad Tilwani. (2020) A Contrastive Analysis of Emotional Terms in Bed-Night Stories Across Two Languages: Does it Affect Learners' Pragmatic Knowledge of Controlling Emotions? Seeking Implications to Teach English to EFL Learners. Journal of Psycholinguistic Research 50:3, pages 645-662.
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Sahar Mihanyar & Hamid Ashraf. (2020) Positive Assessment: Iranian Pre-Intermediate EFL Learners' Speaking Skill and their Self-Efficacy. International Journal of Research in English Education 5:4, pages 113-125.
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Ashraf Khandaghi Khameneh & Laleh Fakhraee Faruji. (2020) The Effect of Teaching Discourse Markers (DMs) on Speaking Achievement among Iranian Intermediate EFL Learners. International Journal of Research in English Education 5:4, pages 1-13.
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Zeynab Yazdizadeh, Goodarz Shakibaei & Ehsan Namaziandost. (2020) Investigating the Relationship between Iranian Undergraduate TEFL Learners’ Self-regulation and Self-efficacy. International Journal of Research in English Education 5:3, pages 12-23.
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