The Relationship between Field Dependent-Independent Cognitive Style and Understanding of English Text Reading and Academic Success

Nozari, Ali; Siamian, Hasan

doi:10.5455/msm.2014.27.39-41

Cited by 13 publications

(11 citation statements)

References 9 publications

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“…Students who have different cognitive styles will also have a different way of understanding the text when involving in reading activities. This is true because some studies have shown the relationship between the students' cognitive style with their success in academic study (Witkin, et al, 1977), and more specifically in reading ability (Nozari and Siamian, 2014). Nozari and Siamian (2014) who conducted the research on investigating the relationship between field dependent-independent cognitive styles and understanding of English text reading and academic success find that field independent (FI) cognitive styles determine the change of reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

“…This is true because some studies have shown the relationship between the students' cognitive style with their success in academic study (Witkin, et al, 1977), and more specifically in reading ability (Nozari and Siamian, 2014). Nozari and Siamian (2014) who conducted the research on investigating the relationship between field dependent-independent cognitive styles and understanding of English text reading and academic success find that field independent (FI) cognitive styles determine the change of reading comprehension. It means that the more the FI, the higher the reading comprehension skills and learning English and the more academic achievement will result.…”

Section: Introductionmentioning

confidence: 99%

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The EFL Students’ Critical Reading Skills Across Cognitive Styles

Par

2022

JEELS

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This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The EFL Students’ Critical Reading Skills Across Cognitive Styles

Par

2022

JEELS

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“…Results showed that the cognitive style correlates with reading comprehension score, English language learning and academic achievement with coefficient of determination of 8.8%, 9.2% and 11 .6% respectively. [15] Wu et al (1993) focused on the relationship between cognitive style and English grades. 250 English major students were enrolled.…”

Section: Studies On the Relationship Between Fd-fi Cognitive Style And English Reading Comprehensionmentioning

confidence: 99%

A Study on the Correlation among FD-FI Cognitive Style, Working Memory Capacity and English Reading Performance among College EFL Learners

2021

JCER

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In the past few decades, there have been eminent interests in reading performance as essential means for language input. In view of that, extensive studies have been conducted to explore the factors that affect reading performance from various aspects. In the cognitive psychology field, some studies have examined the relationship between field dependent-field independent (FD-FI) cognitive styles and working memory capacity (WMC) on English reading, respectively. However, only limited studies focused on the correlation among FD-FI cognitive styles, WMC and English reading performance. Therefore, this study was conducted to explain these correlations. A total of 42 intermediate “English as Foreign Language” (EFL) learners participated in this study. In order to measure the learners’ FD-FI cognitive style, WMC and English reading performance, the Cognitive Style Figures Test, reading span task and the International English Language Test System (IELTS) reading test were adopted, respectively. Data analyses such as Pearson’s correlation, independent sample t-test and two-way ANOVA were done using Statistical Package for the Social Science (SPSS) version 25. The results suggested a statistically significant correlation between FD-FI cognitive style and WM with English reading performance, respectively. The main effect of WM and FD-FI cognitive style is significant while the interaction between them is not significant in reading performance.

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“…Different experiences in the basic education make IMSs differ from domestic students in the learning obstacles and learning style preferences (17,18), such as communication Correspondence: Y.-F. Wang (yufengwang@ems.hrbmu.edu.cn); V. Parpura (vlad@uab.edu). Submitted 5 October 2020 / Revised 2 February 2021 / Accepted 24 February 2021 between IMSs and teachers of host institution, etc.…”

Section: Introductionmentioning

confidence: 99%

TESOT: a teaching modality targeting the learning obstacles in global medical education

Wang

Liu

Jia

et al. 2021

Advances in Physiology Education

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In higher education, it is a great challenge for instructors to teach international medical students (IMSs) efficiently. These students usually have different learning obstacles and learning style preferences from domestic students. Thus it is necessary to use teaching modalities targeting the specific characteristics of IMSs. Accordingly, we have developed a teaching modality composed of classical teacher-centered approach (TCA), enriched with components of student-centered approach (SCA) and online interactions targeting the learning characteristics of IMSs, which we defined as TESOT (an acronym made of the underlined words' initials). Aside from the online interactions that provide both answers to questions raised by students and guidance throughout a course, this modality contains additional in-classroom components (i.e., pre-lecture quiz, student-led summary, and post-lecture quiz). The effectiveness of this modality was tested in the nervous system module of the Physiology course for IMSs. The final exam scores in the nervous system module in the year taught with TESOT were higher than those earned by students taught with a classical TCA modality in preceding 2 yr. The improvement of teaching effectiveness is attributable to increasing communication, bridging course contexts, and meeting diverse learning style preferences. These results indicate that TESOT as an effective teaching modality is useful for enhancing efficiency of teaching IMSs.

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The Relationship between Field Dependent-Independent Cognitive Style and Understanding of English Text Reading and Academic Success

Cited by 13 publications

References 9 publications

The EFL Students’ Critical Reading Skills Across Cognitive Styles

The EFL Students’ Critical Reading Skills Across Cognitive Styles

A Study on the Correlation among FD-FI Cognitive Style, Working Memory Capacity and English Reading Performance among College EFL Learners

TESOT: a teaching modality targeting the learning obstacles in global medical education

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