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cessing level framework which suggested that the higher involvement load the task induced, the better acquisition it led to, and was compatible with the results of Laufer (2001), Kim (2008), and Bao (2015). The sentence-making tasks offered the participants a chance to conduct deep processing of the target word, which improved acquisition of the target word. Even though the participants were not required to process the morphology of the target word, they were required to pay attention to how the target word was used (such as collocation, part of speech, and morphological changes). 

Second, both passive and active recall of target words were significantly impacted by contextual richness of the reading materials in EFL learners’ acquisition of vocabulary. Contextual richness differed in the quantity of information of the reading materials. The quantity of information used to infer and recall the contextual meaning and forms of any unfamiliar words. Reading materials with higher contextual richness may offer EFL students more contextual clues, and these cues made it easier for EFL students to recall the meanings and forms of target terms. Conversely, reading materials with lower contextual richness couldn’t give EFL students as many context cues. In accordance with the schema theory, identifying something new involves an attempt to find a relevant schema. The more adequate the contextual cues, the more likely a set of relevant schemas could be found to facilitate vocabulary acquisition (Li, 1988). 

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