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

Figures & data

Figure 1. Self-report categories and the corresponding scores

Table 1. Students’ performance on VKS 1 (after reading)

Group Statistics
Group	N	Mean	Std. Deviation	Std. Error Mean
Lack of involvement load	20	1.60	.68	.15
High level of involvement load	20	4.30	.86	.19

Table 2. Independent samples t-test on VKS 1

	Levene’s Test for Equality of Variances		t-test for equality of mean
	F	Sig.	t	df	Sig. (2-tailed)	95% Confidence Interval of the Difference
						Lower	Upper
Equal variances assumed	2.78	.10	−10.97	38	.000	−3.19	−2.20
Equal variances not assumed			−10.97	36.01	.000	−3.19	−2.20

Table 3. Students’ performance on VKS 2 (retention)

Group Statistics
group	N	Mean	Std. Deviation	Std. Error Mean
Lack of involvement load	20	1.70	.65	.14
High level of involvement load	20	2.10	.71	.16

Table 4. Independent samples T-test on VKS 2

	Levene’s Test for Equality of Variances		t-test for equality of mean
	F	Sig.	t	df	Sig. (2-tailed)	95% Confidence Interval of the Difference
						Lower	Upper
Equal variances assumed	.026	.87	−1.8	38	.074	−.84	.04
Equal variances not assumed			−1.8	37.70	.074	−.84	.04