THE EFFECT OF TASK-INDUCED INVOLVEMENT LOAD ON IRANIAN INTERMEDIATE EFL LEARNERS' LEARNING OF PHRASAL VERBS

Phrasal verbs have been the source of frustration for learners of English, and many students talk about the difficulties they have using phrasal verbs. They are widely used by native speakers of English but are difficult for second language learners to master. The present research aimed at investigating the effects different task types, based on the involvement load hypothesis, might have on the Iranian intermediate EFL students' learning of phrasal verbs. In an experimental research study conducted with a total number of 45 EFL students majoring English language literature, the students were randomly divided into three groups with three different task types and loads of involvement. The data were collected through pre-test, immediate post-test, and delayed post-test of phrasal verbs analyzed via descriptive statistics, one-way ANOVA, and paired t test. Based on the results gained, the null hypothesis regarding the effects of the higher involvement load on learning and retention of phrasal verbs was rejected. The results would be practically useful for English language learners and teachers while dealing with phrasal verbs in and out of language classrooms