چکیده:
This study investigated how English as Foreign Language (EFL) learners with different learning styles (Field dependent and field independent) boost up their reading comprehension abilities as they develop their metacognitive skills. To conduct this research, 60 participants were randomly invited to sit PET (Preliminary English Test) to ensure homogeneity of the participants in terms of language proficiency level. A Group Embedded Figure Test (GEFT) was then administered to distinguish field dependent and field independent learners. Two groups of 30 students were made; field dependent and field independent groups. Prior to any instruction on metacognitive strategy, groups of students attended a reading test as a pretest. Students were then received instruction with the focus on metacognitive strategies including inferring meaning through word analysis, using background knowledge, guessing the later topic, center-ing learning, arranging and planning leaning and elaborating as a treatment. After the instruction was completed the students were given a posttest in relation to the reading skills. The within and between group analysis of data gathered from this quasi experimental research using a series of t-test and analysis of covariance (ANCOVA) indicated that field dependent learners outperformed field independent learners in reading comprehension after the treatment. The finding suggested a need for principled decisions and planning on metacognitive strategy training in language teaching and materials development.
خلاصه ماشینی:
Since metacognitive strategies can man- age language learning and personality traits de- termine learners’ behavior in acquiring language (Oxford, 1997), investigating the effect of meta- cognitive strategies on reading comprehension of field-dependent/ field-independent is of prime importance.
Among the various identi- fied cognitive styles, field-dependence (FD) and field-independence (FI) have been suggested by Freeman and Long (1991) as "potentially im- portant in second language acquisition" (p.
According to the results of different researches (Abraham, 1985; Chapelle and Rob- erts, 1986; Ehrman & Oxford, 1989) students’ choice of learning strategies is influenced by the learning styles of the learners and both styles and strategies can affect learning outcomes.
This study attempted to add evidence to the findings of the effects of metacognitive language learning strategies on reading comprehension of field- dependent/field-independent learners.
3. Is there any significant difference between the effect of the use of metacognitive strategies on reading achievement of Field-dependent/ field-independent learners?
Second, a GEFT questionnaire (Group Em- bedded Figure Test) developed by Witkin, Olt- man, Raskin and Karp (1971) was run to identify the students learning style preferences; Field De- pendent (FD) or Field Independent (FI).
In sum, metacognitive strategies negatively affect reading achievement of field-independent Iranian EFL learners Table 12 Paired Samples Test.
That is to say, in field-dependent group metacognitive strategies affected the read- ing comprehension of Iranian Intermediate learn- ers.
So, the field-dependent group had a better mean in posttest, which showed the significant effect of metacognitive strategies on reading achievement.