خلاصة:
The purpose of this study was to see If impulsivity/reflectivity, as two main cognitive
styles of the learners, may indicate any relationship with their performance on
integrative and discrete-point language proficiency tests. Moreover, the role of gender of
the learners In their performance and the interaction of gender and
impulsivity/reflectivity cognitive style on the learners’ performance in language
proficiency tests were investigated. To this end, 240 male and female pre-university
students from Karaj, Varamin and Shahr-e-Ray took part in this study. An advanced
version of Nelson English test was administered to ensure the proficiency level of the
subjects. A Persian version of the Impulsivity Sub-scale of Eysenck and Eysenck’s
(1990) Impulsiveness Questionnaire was also administered to divide the subjects into
three groups of high, medium and low impulsive, An Ex Post Multifactorial Design was
adopted to investigate the two independent variables, namely impulsivity/reflectivity and
gender, Various statistical unalyses were applied the resuits of which revealed that
reflective learners outperformed the impulsive ones on the total Nelson English Test and
its integrative sub-parts, The results also showed that it is not just the linguistic factors
that determine the performance of the test factors, but rather there are other factors such
as cognitive styles and types of the test which play a role in the subjects’ language
proficiency test performance. The findings highlight the significance of test developers’.
responsibility to control the influence of potential sources of test bias, namely
Impulsivity/Reflectivity cognitive style more effectively through careful designing of
appropriate test methods.
ملخص الجهاز:
Various statistical analyses were applied the results of which revealed that reflective learners outperformed the impulsive ones on the total Nelson English Test and its integrative sub-parts.
The results also showed that it is not just the linguistic factors that determine the performance of the test factors, but rather there are other factors such as cognitive styles and types of the test which play a role in the subjects' language proficiency test performance, The findings highlight the significance of test developers' responsibility to control the influence of potential sources of test bias, namely Impulsivity/Reflectivity cognitive style more effectively through careful designing of appropriate test methods .
A further objective of the study is to investigate the role of gender and its interaction with impulsivity/reflectivity on the learners' performance in language proficiency tests, hoping that the results will enable testing researchers and test developers to control the influence of these factors more effectively through careful designing of appropriate test method.
There is no interaction effect of impulsivity/reflectivity cognitive style and gender of pre-university students on their performance on Nelson's advanced test.
(View the image of this page) 82 On the Relationship between Impulsivity/Reflectivity Cognitive Style The first null hypothesis posed that there is no significant difference among high, medium, and low impulsive pre-university students with regard to their performance on Nelson English test (Total & Subsections).
The null hypothesis posed that there was no interaction effect of impulsivity and gender of pre-university students on their performance on Nelson English Test (Total & Subsections).