The relationship between cognitive style and academic achievement

Luk, Suet Ching

doi:10.1111/1467-8535.00055

Cited by 23 publications

(22 citation statements)

References 24 publications

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“…Cognitive styles have been explored in fields such as health sciences (Luk, 1998), psychology (Baron-Cohen & Hammer, 1997) and applied linguistics (Abraham, 1981(Abraham, , 1983). 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.…”

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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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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“…Questions (3,6,15,16,20,) which directly address the Field Independent participants' attitudes toward reading comprehension and their preferences received high numerical value for mean score (mean=1.7 and p=50%). Similarly, questions (6,8,16) received the highest mean score (mean=3.30 and p=60%). Question 3 asks about finding the supporting paragraphs, the analysis shows that more than 70% of the Field Independent participants could understand the relations and main idea supporting paragraphs.…”

Section: Theory and Practice In Language Studies 2145mentioning

confidence: 94%

“…The results of this survey confirmed that Iranian Field Independent EFL learners' at intermediate proficiency level, are better in understanding the specific information, covert message in the text, inferencing, and treat reading text as a part. Davis ,1991;Goodenough,1976;Davey and Menke, 1989;Luk, 1998;Ahmady&Yamini, 1992 ).There exists a relationship between FIELD Dependency / Independency and reading comprehension. The obtained results might be attributed to some factors.…”

Section: Theory and Practice In Language Studies 2145mentioning

confidence: 99%

The Relationship between Field Independence/ Dependence Styles and Reading Comprehension Abilities of EFL Readers

Sabet¹,

Mohammadi²

2013

TPLS

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Abstract-The present study intends to investigate the relationship between Field Independence/Dependence styles and reading comprehension abilities of intermediate EFL readers as well as to explore their attitude toward reading in a foreign language with respect to their cognitive style. To these aims, ninety university students took part in the study. First, for the purpose of ensuring the homogeneity of the participants they were exposed to Oxford Placement Test (

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“…The total possible score on the GEFT is, therefore, 18 with a mean of 11. The test takers achieving a GEFT score below and above the mean are labeled FD and FI, respectively (e.g., Luk, 1998). Gholami (2006) developed four versions of a close multiple choice item test (CMCIT) on 60 adjectives, 60 adverbs, 60 nouns and 60 verbs comprising the authentic and unmodified text "why don"t we just kiss and make up" (Dugatkin, 2005).…”

Section: Group Embedded Figure Testmentioning

confidence: 99%

Cognitive Styles and Performance on Schema-based Cloze Multiple Choice Item Tests: A Fairness Issue

Khodadady¹,

Fatemi²,

Etminan³

2012

JLTR

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Abstract-This study reports the performance of 253 undergraduate and graduate students of English on the Group Embedded Figures Test (GEFT) and a schema-based cloze multiple choice item test (SBCMCIT) and its subtests as measures of cognitive styles and English language proficiency, respectively. Although field independent (FI) test takers outperformed their field dependent (FD) counterparts on the SBCMCIT, their performance showed relatively weaker and unexpectedly negative relationships with the GEFT. Assigning the participants to low, middle, and high proficiency groups on the basis of their standardized scores on the SBCMCIT and correlating them with the GEFT, however, showed that neither low nor high proficiency groups employed their cognitive styles because their performance on the two tests did not reveal any significant correlations. The middle proficiency group, however, employed both FD and FI cognitive styles to compensate for their partially acquired language proficiency and thus their scores on the SBCMCIT and two of its subtests showed significant correlations with the GEFT. The results are discussed in terms of cognitive styles and fairness in language testing.

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The relationship between cognitive style and academic achievement

Cited by 23 publications

References 24 publications

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

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

The Relationship between Field Independence/ Dependence Styles and Reading Comprehension Abilities of EFL Readers

Cognitive Styles and Performance on Schema-based Cloze Multiple Choice Item Tests: A Fairness Issue

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