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The goal of the present study was to shed more light on the predictions of the involvement load hypothesis adapting Nation and Webb’s (2011) technique feature analysis (TFA). The presence or absence of each interviewee’s motivation, noticing, retrieval, generation, and retention was analyzed during independent vocabulary list learning. The overall group result supported the hypothesis that tasks with a high involvement load were effective in terms of receptive and productive vocabulary acquisition; however, the interviewee reactions showed mixed results. The study indicated that individual learners may approach the same task differently during their independent learning.