Fıeld Dependence/Independence, Learnıng Strategıes, Learnıng Styles, And Foreıgn Language Achıevement
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Individuals’ cognitive styles have an important role in every instructional environment. The purpose of this quantitative, non-experimental study was to explore whether field dependent/independent cognitive style affects individuals’ use of language learning strategies, preferred learning styles, and achievement levels in different skills in the English language in an English for Academic Purposes context. The sample included a heterogeneous group of 123 college level students studying at an English-medium university. The instruments for the data collection were the Group Embedded Figures Test (GEFT), Rebecca Oxford’s Strategy Inventory for Language Learning (SILL), and the BIG16 Learning Modality Inventory. Participants’ scores in different skills in an EAP course were collected upon their written consent. Descriptive and inferential statistical analyses revealed significant relationships between field independence cognitive style and the use of cognitive, metacognitive, and compensation strategies; and higher achievement levels in reading, writing, and listening skills whereas field dependence was congenial with speaking skills only. No statistically meaningful relationships were found between participants’ field dependent/independent cognitive style, and the use of memory strategies, affective strategies, social strategies, and their preferred learning styles.