Field Dependence/Independence Cognitive Styles: Are They Significant At Different Levels Of Vocabulary Knowledge?

Rostampour, Mohammad; Niroomand, Seyyedeh Mitra

doi:10.7575/aiac.ijels.v.2n.1p.52

Cited by 6 publications

(7 citation statements)

References 25 publications

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“…Findings of Table 3 showed that, there was a significant difference between the test scores of FD (M=8.50, SD=3.23) and FI (M=11.750, SD=3.54) participants, t (78) = 4.28, p=.0.000) and FI participants outperformed the FD group. In line with the findings of Yaghoubi (1994), Salmanian 2001, Luk (2002), Biook and Fathi (2009), Sabet and Mohammadi (2013), Rostampour and Niroomand (2014), Fatemi et al (2014), Hashemian et al (2015), and Khodadady et al (2016), the results of this study also revealed significant differences between FI students' performance as compared to their FD counterparts. As Ahmadi (2002) concluded, our results also showed that FI students tend to use metacognitive strategies, which involve monitoring, planning, and organization, more frequently than their FD counterparts do.…”

Section: Discussionsupporting

confidence: 90%

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The Impact of Cognitive Styles on the Speech Act of Apology among Iranian EFL Learners

Maibodi

Dehghani

2020

IJREE

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This study explored the effect of cognitive styles of field dependence (FD) and field-independence (FI) on Iranian EFL learners' performance in the speech act of apology. Additionally, the investigation also focused on the effect of these cognitive styles on individual differences (IDs) like proficiency, age, and gender of the participants. To this end, 80 EFL learners, studying at two English language institutes in Maybod, were selected through convenient sampling. This study was conducted in three phases by using a variety of instruments, like Oxford Quick Placement Test (OPT), Group Embedded Figures Test (GEFT), and Multiple Choice Discourse Completion Tasks (MCDCTs). With respect to the GEFT, students were divided into two groups, FD/FI. The MCDCTs were administered to measure students' pragmatic comprehension and restructuring ability of the apology situations. The obtained data were analyzed using SPSS 21 statistical software. The results revealed that FI participants outperformed the FD ones in apology contexts. Individual differences like gender and age had a significant effect on the performance of the participants in both cognitive groups. Although the proficiency level demonstrated some variations, but it did not have any statistically significant impact on the performance of the participants in these two groups. The major pedagogical implication of the present study is that when assessing the interlanguage pragmatics (ILP) of EFL learners, teachers and other teaching administrations should take not only cognitive styles but also individual differences into consideration so that they could adopt and apply teaching methods in line with the learners' various cognitive styles.

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Section: Discussionsupporting

confidence: 90%

“…Considering FD/FI cognitive styles, Rostampour and Niroomand (2014) aimed at determining if they are significant in English vocabulary knowledge. Additionally, Hashemian, Jafarpour, and Adibpour (2015) studied the relationships between FI, multiple intelligences, and L2 reading performance among Iranian L2 learners.…”

Section: Cognitive Stylesmentioning

confidence: 99%

The Impact of Cognitive Styles on the Speech Act of Apology among Iranian EFL Learners

Maibodi

Dehghani

2020

IJREE

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“…In view of reading comprehension ability, Salmani-Nodoushan (2006) studied the scores of different types of reading in field-independent and field-dependent learners, and concluded that the learning realization of field-dependent learners was significantly better than that of field-independent learners in terms of judgment, overview and inspiration tasks, while in supplementary sentence question types, field-independent learners performed significantly better than field-dependent learners [28]. Rostampour and Niroomand (2014) tested the correlation between learners' English vocabulary level and cognitive style, and found that there was a highly significant correlation between English vocabulary level and cognitive style in intermediate and advanced learners [29]. In the choice of learning strategies, fewer field-dependent learners will choose social and emotional learning strategies that are more suitable for their own cognitive style [30].…”

Section: The Effect Of Cognitive Style On Language Learningmentioning

confidence: 99%

The Influence of Learners’ Cognitive Style and Testing Environment Supported by Virtual Reality on English-Speaking Learning Achievement

Cai

Wang

et al. 2021

Sustainability

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Although VR technology can provide an ideal learning and application environment for learners’ language skill acquisition, the learning performance of different types of learners in virtual environments and differences in their knowledge transfer ability from the virtual to the real environment still need further discussion. Therefore, we developed a VR English speaking training and testing system to understand the influence of cognitive style and test environment on the learners’ learning effect. The results indicated that: (1) the learning effect of the field-independent learners was lower than that of the field-dependent learners in the real testing environment, but significantly higher than that of the field-dependent learners in the virtual testing environment. Meanwhile, there was a more significant difference in the real and virtual learning effect between the field-dependent and field-independent learners; (2) there was a significant interaction between cognitive style and test environment in the learners’ learning effect. Besides, cognitive style and test environment had an influence on the spoken English learning effect based on VR. The field-independent learners were more likely to transfer what they had learned in the virtual environment to the real application.

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“…There is an evidence to support the existence of positive and credible relationship between field dependence/independence cognitive styles and vocabulary knowledge (Rostampour and Niroomand, 2014). In a study conducted among Iranian male and female undergraduate EFL learners, a vocabulary size test was administered to divide the students into three groups of high, mid, and low in terms of their vocabulary level.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners

Niroomand¹,

Rostampour²

2014

TPLS

Self Cite

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Abstract-Most of the research which has investigated the relationship between effective learners' variables and language proficiency allows the researcher to quantify the strength of the relationship. The scope of this paper limited to examining the role of field dependence/independence cognitive styles and gender differences on EFL learners' lexical knowledge. To attain the goals of the research, a number of EFL learners sat through the Vocabulary Size Test (VST) as well as the Group Embedded Figures Test (GEFT). The findings of the study indicate the need for caution when concluding that cognitive styles of field dependence/independence affect lexical knowledge in the absence of tests for possible interactions between FD/FI and other variables, including gender differences that may influence vocabulary knowledge. By the same token, understanding the effective role of students' cognitive aspects and gender will enable teachers and researchers to design appropriate materials and activities to help students enhance their lexical competence.

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Field Dependence/Independence Cognitive Styles: Are They Significant At Different Levels Of Vocabulary Knowledge?

Cited by 6 publications

References 25 publications

The Impact of Cognitive Styles on the Speech Act of Apology among Iranian EFL Learners

The Impact of Cognitive Styles on the Speech Act of Apology among Iranian EFL Learners

The Influence of Learners’ Cognitive Style and Testing Environment Supported by Virtual Reality on English-Speaking Learning Achievement

The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners

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