• Behdokht Mall Amiri

  Author

• Hoda Naraghipour

  Author

The present study aimed at finding whether EFL teachers with different cognitive
styles of field dependency/independency are significantly different in terms of their
application of teaching strategies. To fulfill the purpose of this study, 100 female teachers
were non-randomly selected from a total number of 137 through their performance on Group
Embedded Figures Test (GEFT) and the results were used to choose a sample of fielddependent
and independent teachers. Based on the results of GEFT, EFL teachers were
divided into two groups each consisting of 50 participants. A systematic classroom
observation was conducted. To this end, an experienced supervisor participated in the
process of two 90-minute -session observations of each teacher's classes. Afterwards, the
teachers were asked to fill out the second questionnaire i.e. Strategy Inventory for Language
Teaching Strategies (SILT). Then, the researcher used independent-samples t-tests to find
any significant difference in teaching strategies used by the two groups of learners. Based
upon the analyses it was found that in cognitive and compensation strategy use there were no
significant differences between FD and FI groups. However, they were significantly different
in memory, metacognitive, social, affective and total strategy scores. It was concluded that
cognitive style may be a source of difference in the way teachers choose strategies of
teaching.

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