Is Field Dependence or Independence a Predictor of EFL Reading Performance?

Nodoushan, Mohammad Ali Salmani

doi:10.18806/tesl.v24i2.140

Cited by 16 publications

(11 citation statements)

References 40 publications

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“…She concluded that field-dependent students performed better when the reading tests were multiple-choice un-timed than the other kinds of tests and in fact this type of reading test provided more accurate estimation of their reading comprehension skills and decreased differences in test performance between field-dependent and independent students. Salmani-Nodoushan (2007) examined the relationship between field-dependence/independence and EFL reading performance. Based on the results, cognitive styles had the strongest effect on test performance when test takers were most proficient.…”

Section: Literature Reviewmentioning

confidence: 99%

Field-Dependence/Independence Cognitive Style and Performance on the IELTS Listening Comprehension

Khodadady¹,

Zeynali²

2012

IJL

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The present study explores the relationship between field-dependence/independence cognitive style and listening comprehension ability. Participants were 200 (152 female and 48 male) English students enrolled in universities and language institutes in Mashhad, Iran, who responded to the Group Embedded Figures Test (GEFT) and the IELTS listening comprehension. They were divided into field-dependent and field-independent groups according to the scores gained in the GEFT. The result of the study suggests that test-takers" cognitive styles influences on their listening and task performance. Field-independent participants outperformed field-dependent participants in IELTS listening comprehension and all of the listening tasks. The finding also indicates that field-independency correlates more positively with test-takers successes in IELTS listening comprehension compared to field-dependent ones. More specifically, field-independency correlates more significantly with fill-in-the-gap questions, i.e., form-completion, note-completion and sentence-completion tasks compared to field-dependent test-takers. Field-dependency cognitive style, however, correlates more significantly with multiple choice and matching questions compared to field-independency cognitive style.

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Section: Literature Reviewmentioning

confidence: 99%

Field-Dependence/Independence Cognitive Style and Performance on the IELTS Listening Comprehension

Khodadady¹,

Zeynali²

2012

IJL

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“…These kinds of tests require students to find and isolate specific information within the passages so they can answer questions. The analytic nature of FI participants help International Journal of Linguistics ISSN 1948-5425 2014 them to find the information embedded within the passages (Salmani-Nodoushan, 2007). These findings show that both FD and FI can be supportive of second language learning, depending on the type of testing employed.…”

Section: Fd/i Is Typically Assessed With the Embedded Figures Test mentioning

confidence: 82%

“…FD has also been found to be related to second language learners' performance on tests that require more holistic processing, such as true-false, outlining, and elicitation tasks (Salmani-Nodoushan, 2007). For example, a study of Iranian English as a Foreign Language (EFL) students found that FD individuals outperformed their FI counterparts on tasks that required them to read passages, gain an overall understanding of the texts, and then to answer questions that preceded or followed the passages.…”

Section: Fd/i Is Typically Assessed With the Embedded Figures Test mentioning

confidence: 99%

“…For example, a study of Iranian English as a Foreign Language (EFL) students found that FD individuals outperformed their FI counterparts on tasks that required them to read passages, gain an overall understanding of the texts, and then to answer questions that preceded or followed the passages. Such tasks are more field-based and do not require analytic skills to find details embedded within the whole (Salmani-Nodoushan, 2007). By contrast, FI students outperformed their FD peers on tasks involving sentence-completion and scanning.…”

Section: Fd/i Is Typically Assessed With the Embedded Figures Test mentioning

confidence: 99%

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Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style

Prior

Fujise

Fenwick

2014

IJL

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The study examines the relationship between Japanese students' uses of the English non-generic definite article and the cognitive style of field dependence/independence. According to a model by Liu and Gleason (2002), the non-generic definite article consists of four types: textual, structural, situation, and cultural. We examined whether the first three types, which involve analysis of grammatical rules, may be easier to learn for field independent learners who are more analytical. We also investigated whether cultural use, which is largely based on social convention, may be easier for field dependent individuals International Journal of Linguistics ISSN 1948-5425 2014 www.macrothink.org/ijl 218 who have a more interpersonal orientation. Twenty-seven Japanese students studying in Canada completed a non-generic definite article test that involves filling in missing obligatory instances of the, the Group Embedded Figures Test that measures field dependence/independence, and four batteries of the Woodcock-Munoz Language SurveyRevised that together provide a measure of broad English ability. Textual and structural use were positively associated with a field independent style, over and above broad English ability. Other correlations were non-significant. Results are interpreted according to the type of cognitive learning required by the textual and structural uses of the and why these may be facilitated by a field independent orientation.

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“…The particular importance of cognitive styles was perceived in the EFL fields since the 1960s (Salmani-Nodoushan, 2007). From the outset, many of the measurement tools, mostly dichotomous ones, were borrowed from the cognitive psychology.…”

Section: Introductionmentioning

confidence: 99%

Successful vs. Less Successful Iranian EFL Learners: Cognitive Styles, Cognitive Flexibility, and Experience Evaluation

Avarzamani¹,

Farahian²

2017

IJEL

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The present study aimed to compare successful with less successful English as a Foreign Language (EFL) learners regarding their cognitive styles and flexibility, together with the learners' evaluation of their experience of doing an unfamiliar cognitive test. The sample consists of 60 adult EFL learners (30 successful and 30 less successful), both males and females symmetrically. The homogeneity of participants' age of onset, socio-economic class, and motivation was also considered. The data was analyzed, using Chi-square and Gamma correlation. Overall, it was revealed that analytical, logical reasoning, reflective, and learning were the most prominent cognitive styles among successful learners. They also showed a considerable cognitive flexibility. On the other hand, less successful learners were inclined to the random style, along with a lower cognitive flexibility. With respect to gender groups, it turned out that females in the successful group were significantly inclined to the reflective and logical reasoning styles and less successful females adopted a random style. Finally, no significant result was found concerning the cognitive test evaluation. The findings of this study may contribute to a wider understanding of EFL success and failure from the viewpoint of cognitive preferences.

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Is Field Dependence or Independence a Predictor of EFL Reading Performance?

Cited by 16 publications

References 40 publications

Field-Dependence/Independence Cognitive Style and Performance on the IELTS Listening Comprehension

Field-Dependence/Independence Cognitive Style and Performance on the IELTS Listening Comprehension

Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style

Successful vs. Less Successful Iranian EFL Learners: Cognitive Styles, Cognitive Flexibility, and Experience Evaluation

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