This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students' language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use of…

This study investigated the ways in which two groups of four adult learners of English as a second language (ESL) responded to unfamiliar words they encountered in four communication tasks and the effect that different levels of engagement with these words (including negotiation of form and meaning) had on subsequent recall of word meaning. Of the…

Hulstijn and Laufer (2001) proposed a motivational-cognitive construct of task-induced involvement to account for variation in effectiveness among different vocabulary learning tasks. Building upon their original research, this study consisted of two experiments investigating the involvement load hypothesis in vocabulary learning. Experiment 1…