Field Dependence/Independence, Impulsivity/Reflectivity, Gender, and Cloze Test Performance of Iranian EFL Learners: A Study of Relations

Rastegar, Mina; Honarmand, Nazanin Mehrabizadeh

doi:10.19044/esj.2016.v12n8p408

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…Furthermore, a significant relationship between learners' Production-based preference for assessment and Reflector (r=.16 p>.05) was gained. Findings were in contrast with those of Rastegar and Honarmand (2016). They issued that there is no significant relationship between cloze test and reflective thinking and observation.…”

Section: Discussionmentioning

confidence: 83%

A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment

Reza¹,

Zeraatpishe²,

Faravani³

2019

INT J INSTRUCTION

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One of the most significant issues in the process of teaching and learning is to consider students' individual differences. The aim of this study was to investigate the interrelationships among Iranian EFL Learners' Typical Intellectual Engagement, Learning Style and Preference for Assessment Methods. The sample included 200 English learners majoring in TEFL (Teaching English as a Foreign Language) from 3 different universities in Mashhad, Iran. To this end, three questionnaires; Typical Intellectual Engagement questionnaire, learning style inventory, and preference for assessment methods questionnaire were administered. The interrelationships among all variables were examined using path analysis. The model was fitted after some modifications. Findings revealed that Typical Intellectual Engagement was a positive and significant predictor of all four sub-factors of EFL learners' learning styles except Activist. Also, all four subfactors of EFL learners' learning styles except pragmatist were significant predictors of preference for assessment methods. Finally, the fit model showed that Typical Intellectual Engagement was a positive significant predictor of preferred assessment methods (r=.24, .22, p<.05). This study has several implications for teachers, learners, and syllabus designers.

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Section: Discussionmentioning

confidence: 83%

A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment

Reza¹,

Zeraatpishe²,

Faravani³

2019

INT J INSTRUCTION

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“…The results of this study indicate that cognitive style affects PST metacognitive awareness on PK and CK indicators related to the ability of knowledge organization to solve problems according to the conditions encountered (Ning, 2016) through monitoring, reflecting, and evaluating problem-solving steps (Lubur & Ate, 2018). This happens because of the characteristics of FD, which often fail to solve detailed problems, while FI is more analytical and detailed in problem-solving (Rastegar & Honarmand, 2016) so that the metacognition of FI students is better than FD (Tinajero et al, 2012).…”

Section: Cognitive Style and Metacognitive Awarenessmentioning

confidence: 87%

Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

Asy’ari¹,

Rosa

2022

IJECE

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Cognitive regulation related to the learning independence is a problem that often appears in remote learning. It’s related to metacognition awareness that claimed could facilitate learners in understanding how to learn and regulate the learning process to solve the new problem encountered. The current study aimed to investigate the prospective science teachers’ (PST) metacognitive awareness in remote learning based on field-dependent and field-independent cognitive styles, and gender. Quantitative research with a survey method involving 100 PST was carried out in this study. The PST metacognitive awareness was collected using the Metacognition Awareness Inventory (MAI) instrument, while PST cognitive style was determined using the Group Embedded Figure Test (GEFT) instrument, which was empirically declared valid and reliable. The research data were analyzed using the independent sample t-test, and the Mann-Whitney test after the data distribution test was carried out using the Kolmogorov-Smirnov test. Based on gender differences, PST metacognitive awareness was not significantly different (p>0.05), while based on cognitive style, PST metacognitive awareness was significantly different (p<0.05) on indicators of procedural knowledge and conditional knowledge. In addition, PST metacognitive awareness was significantly different on indicators of procedural knowledge, conditional knowledge, planning, monitoring, debugging, and evaluation based on a review of cognitive styles and gender differences.

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Exploring perceptual learning-style preferences of English language non-gainers in computerized dynamic reading assessment

Ebadi

Goodarzi

2022

Reading Psychology

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Field Dependence/Independence, Impulsivity/Reflectivity, Gender, and Cloze Test Performance of Iranian EFL Learners: A Study of Relations

Cited by 3 publications

References 26 publications

A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment

A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment

Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

Exploring perceptual learning-style preferences of English language non-gainers in computerized dynamic reading assessment

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