<![CDATA[Although vocabulary knowledge plays a central role in second language proficiency, vocabulary instruction in many Indonesian EFL classrooms remains focused on surface-level recognition, with little emphasis on cognitive engagement or learner motivation. While the Involvement Load Hypothesis (ILH) has been used to explain vocabulary retention in global contexts, limited research has explored its application in Indonesia or its simultaneous impact on motivation. This study addresses that gap by investigating how varying levels of task-induced involvement affect vocabulary acquisition and motivation among 75 third-semester English-major students at a university in Malang. Participants were assigned to three groups (Low, Medium, and High ILH) and received four weeks of reading-based vocabulary instruction. Pre- and posttests included a 20-item multiple-choice vocabulary test and a sentence construction task, while motivation was measured using a 50-item questionnaire adapted from Dörnyei’s L2 Motivational Self System (L2MSS) and the Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative data were analyzed using paired-sample t-tests, ANOVA, MANOVA, and post-hoc tests. Results showed that all groups improved significantly, but the High ILH group experienced the greatest gains in both vocabulary and motivation. These findings support ILH’s predictive validity and demonstrate that deeper task involvement fosters both lexical development and affective engagement. The study highlights the importance of designing cognitively demanding, context-rich vocabulary tasks in EFL contexts where authentic input is limited.]]>
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