The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH (need, search, and evaluation), and (c) the influence of potential factors moderating learning (e.g., time on task, frequency of encounters or use, and test format). Results showed that the ILH was significantly predictive of learning and explained 15.0% and 5.1% of the variance in effect sizes on immediate and delayed posttests, respectively. We found that the evaluation component contributed to the greatest amount of learning, followed by need, whereas search did not contribute to learning. Moderator analyses revealed that (a) test format and frequency moderated learning gains and (b) involvement load had a greater impact on learning than time on task.

中文翻译：

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参与负荷假说在多大程度上预测了偶然的L2词汇学习？荟萃分析

参与负荷假设（ILH）设计用于预测教学任务对L2词汇附带学习的有效性。在这项荟萃分析中，我们检查了42个实证研究中的398个效应量（N= 4,628）以探索（a）ILH的整体预测能力，（b）ILH不同组成部分的相对影响（需求，搜索和评估），以及（c）潜在因素影响学习的因素（例如，完成任务的时间，相遇或使用的频率以及测试格式）。结果表明，ILH可以显着预测学习情况，并可以分别解释即时和延迟测验的效应大小差异的15.0％和5.1％。我们发现，评估部分有助于最大程度的学习，其次是需求，而搜索没有促进学习。主持人的分析显示，（a）测试格式和频率适度的学习成果，以及（b）参与负荷对学习的影响大于完成任务的时间。