Involvement load hypothesis as a cognitive construct states that tasks with higher involvements yield better results in vocabulary retention. This study examined the immediate and delayed effects of tasks with different involvements in involvement load hypothesis (Laufer & Hulstijn, 2001). Applying a version of Nelson Proficiency Test 33 low proficiency Iranian EFL learners completed three tasks, randomly: blank-filling, sentence making, and reading comprehension. The results of ANOVA and Kruskal-Wallis tests supported task-induced involvement, and sentence making task revealed better results than the other two tasks. Nevertheless, sentence making and blank-filling tasks with nearer involvements were not significantly superior to each other. It is inferred that tasks with nearer involvements yield somehow similar results in vocabulary acquisition.
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