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Primary School Students' Cognitive Styles and Their Achievement in English as a Foreign Language.

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Title: Primary School Students' Cognitive Styles and Their Achievement in English as a Foreign Language.
Authors: Khodadady, Ebrahim1, Bagheri, Nader1, Charbgoo, Zeinab2
Source: Journal of Language Teaching & Research. Sep2016, Vol. 7 Issue 5, p851-858. 8p. 8 Charts.
Subject Terms: *School children, *Cognitive styles, *English as a foreign language, *Academic achievement, Goodenough-Harris Drawing Test
Abstract: This study explored the relationship between cognitive styles and achievement in English as a foreign language (EFL). To this end, the Goodenough-Harris Drawing Test, consisting of draw a woman test (DAWT) and draw a man test (DAMT), was administered to 658 grade two, three and four students who had registered in Imam Reza primary schools in Mashhad, Iran. The DAWT and DAMT were marked by two raters and averaged to have a more comprehensive measure of the students' conceptualization of human figure called draw a person test (DAPT). The mean score on the DAPT was utilized to assign the participants to field-dependent and field-independent groups. The participants' scores on the oral and written examinations held in the middle and end of school year were also obtained from their schools and averaged to get a total test score as an indicator of EFL achievement. The correlational analysis of the data established a significant relationship between cognitive styles and oral and total EFL achievement. Neither the fielddependent nor field-independent genus of cognitive styles related to the achievement. The independent samples ttest, however, showed that the field-independent primary school students' EFL achievement was significantly higher than their FD counterparts. The results are discussed and suggestions are made for future research [ABSTRACT FROM AUTHOR]
Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Primary School Students' Cognitive Styles and Their Achievement in English as a Foreign Language.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Sep2016, Vol. 7 Issue 5, p851-858. 8p. 8 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Goodenough-Harris+Drawing+Test%22">Goodenough-Harris Drawing Test</searchLink>
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  Data: This study explored the relationship between cognitive styles and achievement in English as a foreign language (EFL). To this end, the Goodenough-Harris Drawing Test, consisting of draw a woman test (DAWT) and draw a man test (DAMT), was administered to 658 grade two, three and four students who had registered in Imam Reza primary schools in Mashhad, Iran. The DAWT and DAMT were marked by two raters and averaged to have a more comprehensive measure of the students' conceptualization of human figure called draw a person test (DAPT). The mean score on the DAPT was utilized to assign the participants to field-dependent and field-independent groups. The participants' scores on the oral and written examinations held in the middle and end of school year were also obtained from their schools and averaged to get a total test score as an indicator of EFL achievement. The correlational analysis of the data established a significant relationship between cognitive styles and oral and total EFL achievement. Neither the fielddependent nor field-independent genus of cognitive styles related to the achievement. The independent samples ttest, however, showed that the field-independent primary school students' EFL achievement was significantly higher than their FD counterparts. The results are discussed and suggestions are made for future research [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.17507/jltr.0705.04
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      – Code: eng
        Text: English
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      – SubjectFull: School children
        Type: general
      – SubjectFull: Cognitive styles
        Type: general
      – SubjectFull: English as a foreign language
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      – SubjectFull: Academic achievement
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      – SubjectFull: Goodenough-Harris Drawing Test
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              M: 09
              Text: Sep2016
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