The Difference between Field-Dependent versus Field-Independent EFL Learners' Use of Learning Strategies

Abstract

The present study sought to explore if EFL learners with different fielddependence/
field-independence cognitive style are significantly different considering their
usage of learning strategies. To fulfill the aim of this study, 130 students from different
institutes in Tehran with at least five or six years of learning experience were non-randomly
selected from among a total number of 215 learners. Then, two groups of field-dependent
and field-independent learners each consisting 65 learners were chosen after administering
the Group Embedded Figures Test (GEFT). Afterwards, the Strategy Inventory for Language
Learning (SILL) was handed out to the selected participants. After data gathering,
independent samples t-test and Mann Whitney U test were run for inferential statistics to find
any significant difference in learning strategies used by the two groups of learners. Data
analysis showed that there were significant differences between field-dependent and fieldindependent
learners in memory, cognitive, compensation, affective, and social strategy use.
However, no significant difference was found between field-dependent and field-independent
learners in metacognitive strategy use. It was concluded that the cognitive style of fielddependent
and field-independent may be the source of difference in the way learners use
language learning strategies.