Baddeley, A. D. (1978). The trouble with levels: A reexamination of Craik & Lockhart’s framework for memory research. Psychological Review, 85(3), 139-152.
Bao, G. (2015). Task type effects on English as a foreign language learners’ acquisition of receptive and productive vocabulary knowledge. System, 53, 84-95. https://doi.org/10.1016/j.system.2015.07.006.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. https://doi.org/10.1016/S0022-5371(72)80001-X.
Eysenck, M. W. (1978). Levels of processing: A critique. British Journal of Psychology, 69(2),157-169. https://doi/10.1111/j.2044-8295.1978.tb01643.x.
Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273-293. https://doi.org/10.2307/40264523.
Keating, G. D. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research, 12(3), 365-386. https://doi.org/10.1177%2F1362168808089922.
Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58(1), 285-325. https://doi.org/10.1111/j.1467-9922.2011.00644.x.
Laufer, B. (1993). The effect of definitions and examples on the use and comprehension of new words. Cahiers de Lexicologie, 63(2), 131-142.
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review, 59(4), 567-587. https://doi.org/10.3138/cmlr.59.4.567.
Laufer, B. (2005). Focus on form in second language vocabulary learning. In S. H. Foster-Cohen, M. Garcia-Mayo, & J. Cenoz (Eds.), Eurosla Yearbook (Vol. 5, pp. 223-50). John Benjamins.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 16(3), 307-322. https://doi.org/10.1093/applin/22.1.1.
Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73-115. https://doi.org/10.1111/j.1467-9922.2007.00435.x.
Nassaji, H., & Hu, M. (2012). The relationship between task-induced involvement load and learning new words from context. IRAL, 50(1), 69-86. https://doi.org/10.1515/iral-2012-0003.
Nation, P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nation, I. S. P., & Wang, K. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12(2), 355-380.
Nelson, T. O. (1997). Repetition and depth of processing. Journal of Verbal Learning and Verbal Behavior, 16(2), 151-171. https://doi.org/10.1016/S0022-5371(77)80044-3.
Pallant, J. (2016). SPSS survival manual (6th ed.). Open University Press.
Paribakht, S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Cody & T. Huckin (Eds.), Second language vocabulary acquisition: A rational for pedagogy (pp.174-200). Cambridge University Press.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177%2F1362168808089921.
Webb, S., & Chang, C. S. (2015). How does prior word knowledge affect vocabulary learning progress in an extensive reading program? Studies in Second Language Acquisition, 37(4), 651-675. https://doi.org/10.1017/S0272263114000606.
Zou, D. (2017). Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis. Language Teaching Research, 21(1), 54-75. https://doi.org/10.1177%2F1362168816652418.