ORCID

https://orcid.org/0000-0002-3060-6519

Keywords

phrasal verbs; Involvement Load Hypothesis; vocabulary tasks; vocabulary learning, frequency retrieval, formulaic language

Abstract

The quasi-experimental study investigated the effect of four vocabulary tasks on the learning and retention of English phrasal verbs (PVs). University Intensive English Program students (91) completed one of the following tasks: One Fill-in-the-Blank, Three Fill-in-the-Blank, Sentence Writing, and Composition Writing. Their knowledge of eight target PVs was measured using a modified vocabulary knowledge scale at three points: pretest, immediate posttest, and delayed posttest (two weeks later). A mixed factorial ANOVA revealed a significant interaction between task and time. Follow-up repeated-measures and one-way ANOVAs showed that the Three Fill-in-the-Blank produced the highest scores on both posttests. Consistent with findings on single-word vocabulary, the study found that retrieval frequency was more important than depth of processing for PVs. Moreover, Sentence Writing led to significantly greater learning and retention of PVs than Composition Writing, which does not align with the prediction of the Involvement Load Hypothesis (ILH). This result is explained from the perspective of the additional demands of Composition Writing when students’ attention could be divided between managing discourse-level features and focusing on the target PVs. The study offers implications for the design of vocabulary tasks in ESL instruction, particularly in balancing lexical engagement with overall task demands.

Completion Date

2025

Semester

Fall

Committee Chair

Mihai, Florin

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Format

PDF

Identifier

DP0029829

Document Type

Thesis

Campus Location

Orlando (Main) Campus

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