Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition
Learners with different cognitive styles (here, field dependence vs. field independence) may learn second language vocabulary differently in different vocabulary learning settings. Although cognitive style has been widely studied in second language research, little is known about how field dependenc...
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| Format: | Article |
| Language: | English |
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De Gruyter
2024-02-01
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| Series: | Journal of China Computer-Assisted Language Learning |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/jccall-2023-0021 |
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| author | Mehdipour-Kolour Danial Ali Mohamad Bilal |
| author_facet | Mehdipour-Kolour Danial Ali Mohamad Bilal |
| author_sort | Mehdipour-Kolour Danial |
| collection | DOAJ |
| description | Learners with different cognitive styles (here, field dependence vs. field independence) may learn second language vocabulary differently in different vocabulary learning settings. Although cognitive style has been widely studied in second language research, little is known about how field dependence/independence affects learners’ vocabulary acquisition in a mobile-assisted learning setting. One approach to solve this problem is to investigate the possible effect(s) of field dependence/independence on learners’ short-term vocabulary recall in a mobile-assisted vocabulary acquisition setting (here, Memrise). To investigate such effect(s), this study adopted a pretest-posttest design involving 147 intermediate-level learners of English as a second language. Using the Group Embedded Figures Test, participants were divided into two groups: field dependent and field independent learners. For 4 weeks, both groups practiced and reinforced a set of English vocabulary, selected from the Vocabulary Level Test, through Memrise flashcards. Our findings reveal a post-intervention improvement among both field-dependent and field-independent learners, but with field-independent learners slightly outperforming their counterparts in the short-term recall of the vocabulary. Implications and recommendations for future research are discussed. |
| format | Article |
| id | doaj-art-5e93f27032ae44bdbc66dd071ffbbfe2 |
| institution | Kabale University |
| issn | 2748-3479 |
| language | English |
| publishDate | 2024-02-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Journal of China Computer-Assisted Language Learning |
| spelling | doaj-art-5e93f27032ae44bdbc66dd071ffbbfe22025-01-20T11:08:49ZengDe GruyterJournal of China Computer-Assisted Language Learning2748-34792024-02-014222524610.1515/jccall-2023-0021Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisitionMehdipour-Kolour Danial0Ali Mohamad Bilal1Education Department, Concordia University, Montreal, QC, CanadaUniversity of Technology Malaysia, Johor Bahru, MalaysiaLearners with different cognitive styles (here, field dependence vs. field independence) may learn second language vocabulary differently in different vocabulary learning settings. Although cognitive style has been widely studied in second language research, little is known about how field dependence/independence affects learners’ vocabulary acquisition in a mobile-assisted learning setting. One approach to solve this problem is to investigate the possible effect(s) of field dependence/independence on learners’ short-term vocabulary recall in a mobile-assisted vocabulary acquisition setting (here, Memrise). To investigate such effect(s), this study adopted a pretest-posttest design involving 147 intermediate-level learners of English as a second language. Using the Group Embedded Figures Test, participants were divided into two groups: field dependent and field independent learners. For 4 weeks, both groups practiced and reinforced a set of English vocabulary, selected from the Vocabulary Level Test, through Memrise flashcards. Our findings reveal a post-intervention improvement among both field-dependent and field-independent learners, but with field-independent learners slightly outperforming their counterparts in the short-term recall of the vocabulary. Implications and recommendations for future research are discussed.https://doi.org/10.1515/jccall-2023-0021cognitive stylefield dependence-independencevocabulary recallmobile-assisted vocabulary acquisition |
| spellingShingle | Mehdipour-Kolour Danial Ali Mohamad Bilal Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition Journal of China Computer-Assisted Language Learning cognitive style field dependence-independence vocabulary recall mobile-assisted vocabulary acquisition |
| title | Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition |
| title_full | Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition |
| title_fullStr | Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition |
| title_full_unstemmed | Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition |
| title_short | Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition |
| title_sort | examining the effects of two cognitive styles field dependence vs field independence on learners mobile assisted vocabulary acquisition |
| topic | cognitive style field dependence-independence vocabulary recall mobile-assisted vocabulary acquisition |
| url | https://doi.org/10.1515/jccall-2023-0021 |
| work_keys_str_mv | AT mehdipourkolourdanial examiningtheeffectsoftwocognitivestylesfielddependencevsfieldindependenceonlearnersmobileassistedvocabularyacquisition AT alimohamadbilal examiningtheeffectsoftwocognitivestylesfielddependencevsfieldindependenceonlearnersmobileassistedvocabularyacquisition |