Abstract The present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners’ regulatory ability in mediating the effects of task-induced involvement load on word learning. A total of 60 university EFL students were recruited to the study. They first completed a checklist on metacognition and were then assigned to complete three tasks with varying degrees of involvement load followed by a vocabulary test. Of them, 12 students also participated in an interview. The results showed that the two main components of metacognition, i.e., the knowledge and regulation of metacognition, are closely and significantly correlated. The learners, assigned to four different ability groups (LK/LR, LK/HR, HK/LR, HK/HR), were found to benefit most by engaging in a task with the highest involvement load. Despite the benefits, their regulatory ability mediated the effects of task-induced involvement load on word learning, which was corroborated by the interview results. The relevant implications for teaching and learning words through tasks are further discussed.

中文翻译：

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评估任务引起的参与负荷，单词学习和学习者的调节能力之间的相关性

摘要本研究通过定量和定性分析，旨在描述元认知知识与元认知调节之间的相互关系，以及学习者的调节能力在介导任务诱导的参与负荷对单词学习的影响中的作用。总共招募了60名大学EFL学生。他们首先完成了元认知检查清单，然后被分配完成三项具有不同程度的参与负荷的任务，然后进行词汇测试。其中，有12名学生也参加了采访。结果表明，元认知的两个主要组成部分，即元认知的知识和调控，密切相关。学习者被分配到四个不同的能力组（LK / LR，LK / HR，HK / LR，HK / HR），被发现通过参与最高参与负载的任务而受益最大。尽管有这些好处，但他们的调节能力还是介导了任务诱导的参与负荷对单词学习的影响，访谈结果证实了这一点。进一步讨论了通过任务教与学单词的相关含义。