Field Dependence-Independence and Language Testing: Evidence from Six Pacific Island Cultures

Hansen, Lynne

doi:10.2307/3586696

Cited by 55 publications

(36 citation statements)

References 9 publications

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“…In the past, the difference between field dependent and field independent learners was the main focus of many studies (Chapelle & Green, 1992;Chapelle & Roberts, 1986;Hansen, 1984;Hansen & Stanfield, 1981). Dörnyei (2005) noted that learning style instruments were developed for practical rather than for research purposes, suggesting that they have "not been fine-tuned for scientific measurement purposes" (p. 141).…”

Section: Ix)mentioning

confidence: 99%

What Can We Learn from Our Learners’ Learning Styles?

Lee¹,

Kim²

2014

ELT

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This study aims to investigate Korean university-level EFL learners' learning style preferences. The characteristics of their learning style preferences and implications for effective English learning were examined through the quantitative analysis of 496 subjects' responses to a learning style survey and their English achievement and term-end performances. The findings indicate that Korean learners' auditory style preference is noticeable, and visual and individual learning styles are also considered to be primary learning styles, whereas tactile, kinesthetic, and group learning styles are less favored. This suggests that the learners want to learn English with more emphasis on a visual-driven independent style than on an experience-driven collaborative style. Additionally, a majority of the learners tend to maintain or reinforce their preferences throughout the course, and they tend to obtain relatively better English achievement results than learners who substantially change their preferences. In terms of learners' awareness of their identified learning styles, the findings show that style-aware group performed better than the unaware group. However, any generalization regarding the relationship between learning styles and English achievement or performance should be avoided. Importantly, generalizations regarding ethnic groups' learning style preferences should be discussed cautiously; instead, learning styles should be discussed relative to the learning context.

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Section: Ix)mentioning

confidence: 99%

What Can We Learn from Our Learners’ Learning Styles?

Lee¹,

Kim²

2014

ELT

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“…Carroll and Sapon (1958) were the first applied linguists who showed field independence is significantly related to foreign language aptitude, as measured by the Modern Language Aptitude Test. Other applied linguists established significant relationships between field independence and linguistic, communicative, and integrative competence (Hansen & Stansfield, 1981), cloze tests (Hansen, 1984), multiple choice grammar tests (Abraham, 1985), achievement in French (d 'Anglejan & Renaud, 1985) and reading comprehension ability (Biook & Fathi, 2009). …”

Section: Introductionmentioning

confidence: 99%

Primary School Students’ Cognitive Styles and Their Achievement in English as a Foreign Language

Khodadady¹,

Bagheri²,

Charbgoo³

2016

JLTR

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Abstract-This study explored the relationship between cognitive styles and achievement in English as a foreign language (EFL). To this end, the Goodenough-Harris Drawing Test, consisting of draw a woman test (DAWT) and draw a man test (DAMT), was administered to 658 grade two, three and four students who had registered in Imam Reza primary schools in Mashhad, Iran. The DAWT and DAMT were marked by two raters and averaged to have a more comprehensive measure of the students' conceptualization of human figure called draw a person test (DAPT). The mean score on the DAPT was utilized to assign the participants to field-dependent and field-independent groups. The participants' scores on the oral and written examinations held in the middle and end of school year were also obtained from their schools and averaged to get a total test score as an indicator of EFL achievement. The correlational analysis of the data established a significant relationship between cognitive styles and oral and total EFL achievement. Neither the fielddependent nor field-independent genus of cognitive styles related to the achievement. The independent samples ttest, however, showed that the field-independent primary school students' EFL achievement was significantly higher than their FD counterparts. The results are discussed and suggestions are made for future research.

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“…Similarly, Hansen (1984) found a significant positive relationship between field independence and scores on L2 tests, which was particularly noticeable in the case of the cloze test and which was also dependent to a certain degree on the learners' cultural background and sex. Along the same lines, both Chapelle and Roberts (1986) and Carter (1988) found support for the correlation of FI with L2 learning in the case of college students.…”

Section: Background Of the Studymentioning

confidence: 72%