Investigating the Effect of Field-Dependent and Field-Independent Cognitive Styles on Kurdish EFL Students' Reading Proficiency

Damaw Yousif Hamad; Qismat Muhammed Zahawi

doi:10.21271/mj.1.2.12

توێژەران

Damaw Yousif Hamad English Department, College of Basic Education, Salahaddin University-Erbil, Kurdistan Region, Iraq.
Qismat Muhammed Zahawi English Department, College of Basic Education, Salahaddin University-Erbil, Kurdistan Region, Iraq.

##semicolon##

https://doi.org/10.21271/mj.1.2.12

##semicolon##

Field-dependent, field-independent learners, cognitive styles, reading proficiency.

پوختە

In the current time, reading proficiency is one of the skills that many EFL students might find difficult to deal with. There are different reasons that impact students’ reading outcomes as one of them can refer to students’ cognitive styles. It is important for university teachers to consider students’ cognitive styles while teaching reading in the classroom as they are crucial factors that affect how students approach learning. Students are different in the way they perceive, organize and recall information. Therefore, knowing whether students are field-dependent or field-independent, in their cognitive styles, is necessary for teachers to provide learners with a more useful method of teaching reading comprehension. This quantitative study aims at finding out whether Kurdish EFL learners’ reading comprehension is affected by different cognitive styles. To determine this, the Group Embedded Figures Test (GEFT) was utilized first to separate the field-dependent and field-independent participants. At a later stage, a reading mock test taken from IELTS was administered to field-dependent and field-independent participants. The data were analyzed using SPSS Version 27 Statistical Program. The results demonstrated that field-independent learners outperformed their field-dependent counterparts in the reading test. However, gender did not have a significant impact on the test results.

سەرچاوەکان

 Bazargani, D. T. and Larsari, V. N. (2013). Impulsivity/reflectivity, gender, and performance on multiple choice items. International Journal of Language Learning and Applied Linguistics World, 4(2), pp. 194-208. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Bazargani%2C+D.+T.+%26+Larsari%2C+V.+N.+%282013%29.+Impulsivity%2Freflectivity%2C+gender%2C++and+performance+on+multiple+choice+items.+International+Journal+of++Language+Learning+and+Applied+Linguistics+World%2C+4%282%29%2C+194-208.+&btnG= [Accessed 11 March, 2025].

 Behnam, B. and Fathi, M. (2009). The relationship between reading performance and field dependence/independence cognitive styles. Journal of Teaching English as a Foreign Language and Literature, 1(1) pp. 49-62. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+Relationship+between+Reading+Performance+and+Field+Dependence%2FIndependence+Cognitive+Styles&btnG= [Accessed 30 December, 2024]

 Bernard, T.F. and Mammar, H.H. (2005). Modeling elementary cognitive abilities for adaptive hypermedia presentation. User Modeling and User-Adapted Interaction, 15 (5). pp. 459-495 [Online] available at: https://www.researchgate.net/publication/220116390_Modeling_Elementary_Cognitive_Abilities_for_Adaptive_Hypermedia_Presentation [Accessed 13 December, 2024]

 Blanton, E.L. (2004). The influence of students’ cognitive styles on a standardized reading test administered in three different formats. PhD Dissertation. University of Central Florida. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+THE+INFLUENCE+OF+STUDENTS%E2%80%99+COGNITIVE+STYLE+ON+A+STANDARDIZED+READING+TEST+ADMINISTERED+IN+THREE+DIFFERENT+FORMATS+&btnG= [Accessed 31 December, 2024]

 Brown, D. H. (2006). Principles of language learning and teaching. (5th ed.). Rowley, Mass: Prentice Hall Regents. [Online] available at: https://www.zlibrary.to/top-principles-of-language-learning-and-teaching-books [Accessed 12 December, 2024]

 Cohen, A.D. (2014). Strategies in Learning and Using a Second Language. (2nd ed.). London and New York: Taylor & Francis [online] available at: https://www.zlibrary.to/filedownload/strategies-in-learning-and-using-a-second-language-0 [Accessed 17 December, 2024]

 Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.3rd ed. California. Thousand Oaks, CA: Sage Publications. [online] available at: https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf [Accessed 1 May, 2025]

 Fatemi, A.H., Vahedi, V.S. and Seyyedrezaie, Z. S. (2014). The effects of top-down/bottom-up processing and field dependent/field-independent cognitive style on Iranian EFL learners’ reading comprehension. Theory and Practice in Language Studies, 4 (4) pp. 686-693. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+Effects+of+Top-down%2FBottom-up+Processing+and+Field-dependent%2FField independent+Cognitive+Style+on+Iranian+EFL+Learners%E2%80%99+Reading+Comprehension&btnG= [Accessed 30 December, 2024]

 Funder, D. C., and Ozer, D. J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in methods and practices in psychological science, 2(2), pp.156–168. [Online] Available at:

 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Evaluating+effect+size+in+psychological+research%3A+Sense+and+nonsense.+&btnG= [Accessed 24 July. 2025]

 Gass, S.M. and Selinker, L. (2008). Second language acquisition: An introductory course. Third edition. New York: Taylor & Francis. [online] available at: https://www.zlibrary.to/dl/second-language-acquisition-an-introductory-course-3 [Accessed 13 December, 2024]

 Hansen, J., and Stansfield, C. (1981). The relationship of field dependent-independent cognitive styles to foreign language achievement. Language Learning, 31(2) pp.349-367 [online]available at:

 https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-1770.1981.tb01389.x [Accessed 23 December, 2024]

 Johnson, J., Prior, S. and Artuso, M. (2000). Field dependence as a factor in second language communicative production. Language Learning, 50(3), pp. 434-458 [online] available at:

 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+Field+dependence+as+a+factor+in+Second+Language+Communicative+Production&btnG= [Accessed 14 January, 2025]

 Kimberlin, C.L., and Winterstein, A.G. (2008). Validity and reliability of measurement instruments used in research. American journal of Health, 65(1), pp. 2276-2284. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+https%3A%2F%2Facademic.oup.com%2Fajhp%2Farticle-abstract%2F65%2F23%2F2276%2F5129506&btnG= [Accessed 3 May, 2025]

 Logan, L.K. (1985). Field dependence/independence and the effect of a multi-level reading guide on the content area comprehension of eighth grade social studies students. MA. State University of New York. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Field+Dependence%2FIndependence+and+the+Effect+of+a+Multi-Level+Reading+Guide+on+the+Content+Area+Comprehension+of+Eighth+Grade+Social+Studies+Students&btnG= [Accessed 31 December, 2024]

 Nozari, A.Y. and Siamian, H. (2015). The relationship between field-dependent independent cognitive style and understanding of english text reading and academic success. Mater Sociomed, 27(1) pp. 39-41. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+Relationship+between+Field+Dependent+Independent+Cognitive+Style+and+Understanding+of+English+Text+Reading+and+Academic+Success&btnG= [Accessed 16 March, 2025]

 Onyekuru, B. U. (2015). Field dependence-field independence cognitive style, gender, career choice and academic achievement of secondary school students in emohua local government area of rivers state. Journal of Education and Practice, 6 (10) pp. 76-85. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Field+Dependence-Field+Independence+Cognitive+Style%2C+Gender%2C++Career+Choice+and+Academic+Achievement+of+Secondary+School++Students+in+Emohua+Local+Government+Area+of+Rivers+State+&btnG= [Accessed 11 March, 2025]

 Pitts, M.C. and Thompson, B. (1982). The influence of children's cognitive styles on reading comprension. southwest educational research association. U.S. department of education. educational resources information center (ERIC).[online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+THE+INFLUENCE+OF+CHILDREN%27S+COGNITIVE+STYLES+ON+READING+COMPRENSION.+Southwest+Educational+Research+Association&btnG= [Accessed 31 December, 2024]

 Roberts, C. (1983). Field independence as a predictor of second language teaming for adult ESL learners in the United States. PhD Dissertation. University of Illinois. [online] available at: https://www.proquest.com/openview/1d80c521a9bd0454bdac67f37395b599/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 24 October, 2024]

 Sabet, M.K. and Mohammadi, S. (2013). The relationship between field independence/ dependence styles and reading comprehension abilities of EFL readers. Theory and Practice in Language Studies, 3 (11) pp. 2141-2150. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+Relationship+between+Field+Independence%2F+Dependence+Styles+and+Reading+Comprehension+Abilities+of+EFL+Readers&btnG= [Accessed 30 December, 2024]

 Salmani-Nodoushan, M. A. (2007). Is field dependence or independence a predictor of EFL reading performance?. TESL Canada Journal. 24(2) pp. 83 [Online] available at: https://teslcanadajournal.ca/index.php/tesl/article/view/140 [Accessed 13 December, 2024]

 Shi, C. (2011). A study of the relationship between cognitive styles and learning strategies. Higher Education Studies, 1(1) [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+Study+of+the+Relationship+between+Cognitive+Styles+and++Learning+Strategies&btnG= [Accessed 23 October, 2024]

 Taber, K.S. (2017). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), pp. 1273–1296. [Online] Available at: https://www.researchgate.net/publication/317777374_The_Use_of_Cronbach%27s_Alpha_When_Developing_and_Reporting_Research_Instruments_in_Science_Education [Accessed 2 May, 25].

 Wenden, L.A. (1988). Metacognitive knowledge and language learning. Applied linguistics, 19(4) pp. 515-537. [Online] available at : https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Wenden%2C+L.A.+%281988%29.+Metacognitive+knowledge+and+language+learning.+Applied+linguistics%2C+19%284%29515-537&btnG= [Accessed 12 December, 2024]

 Witkin, H. A., Moore, C. A., Oltman, P. K., Goodenough, D. R., Friedman, F., Owen, D. R., & Raskin, E. (1977). Role of the field-dependent and field-independent cognitive styles in academic evolution: A longitudinal study. Journal of Educational Psychology, 69(3) pp. 197–211. [online] available at: https://psycnet.apa.org/record/1978-06639-001 [Accessed 13 December, 2024]

 Witkin, H.A. (1973). The role of cognitive style in academic performance and in teacher – student relations. Paper presented at a symposium on cognitive styles, creativity and higher education, sponsored by the Graduate Record Examination Board, Montreal, Canada. Princeton, N.J.: Educational Testing Service, Research Bulletin. 1(1) pp.1-58. [online] available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2333-8504.1973.tb00450.x [Accessed 14 December, 2024]

 Yaghoubi, M., Inanloo, A. and Hamedi, A. (2014). Field dependence- independence, cognitive styles, english reading comprehension skill, english language learning, and educational achievement. Journal of Educational and Management Studies, 4 (2) pp. 460-464. [online] available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Field+Dependence-+Independence%2C+Cognitive+Styles%2C+English+Reading+Comprehension+Skill%2C+English+Language+Learning%2C+and+Educational+Achievement&btnG= [Accessed 30 December, 2024]