چکیده:
Abstract This study aimed to determine the relationship between L2 learners' autonomy and their cognitive style focusing on reflectivity. It was conducted with 140 Iranian M.A. EFL learners from Department of English at Islamic Azad University of Najafabad. In order to have a homogeneous sample, the second version of Quick Placement Test (QPT) was administered. Then, 85 lower and 50 higher proficiency students were selected based on the scoring level chart of the QPT. In order to estimate participants' autonomy, the Learner Autonomy Questionnaire was administered. Then, the Eysenck Personality Questionnaire was used to determine the participants' degree of reflectivity. To answer the research questions descriptive statistics and correlation analysis were employed. The results revealed that, 1) There was a weak positive relationship between low proficiency L2 learners' level of autonomy and their degree of reflectivity, 2) There was a strong positive relationship between high proficiency L2 learners' level of autonomy and their degree of reflectivity. Finally, the implications of the study for EFL teachers, learners and syllabus designers were discussed.
خلاصه ماشینی:
Relationship between L2 Learners' Autonomy and Their Cognitive Style: Reflectivity in Focus Raheleh Salimian, Department of English, Najafabad Branch, Islamic Azad University, Najafabad, Iran Raheleh.
Negari and Solaymani (2013) investigated the relationship among attitudes to autonomous learning, thinking styles, and language learning strategy use of 92 Iranian EFL learners.
While many studies have attempted to relate learning differences to variables such as gender, age, brain flexibility, and lateral cerebral dominance (Krashen, 1975; Walsh & Diller, 1981; Selinker, 1982), others have focused on variables such as integrative and instrumental motivation, attitude, anxiety, aptitude, ambiguity tolerance, field dependence/independence, and reflectivity/impulsivity (Stanfield & Hansen, 1983; Chapelle & Roberts, 1986; Carter, 1988; Oxford, 1989).
Results The present study employed a correlation design to examine the relationships between low and high proficiency of EFL learners’ autonomy and their personality trait reflectivity.
Results for the Second Research Question The second research question of the study was formulated to uncover whether there was a significant relationship between high proficiency L2 learners' level of autonomy and their degree of reflectivity.
This finding is in line with Razmjoo (2009) who studied the relationship between dimensions of reflectivity/impulsivity, language proficiency and GPA among Iranian EFL university learners, it was found that there exists no significant relationship between reflectivity/impulsivity dimension and participants' performances on the TOEFL Proficiency test.
On the relationship between impulsivity/reflectivity cognitive style and language proficiency test performance.
The relationship among autonomy, thinking styles and language learning strategy use in Iranian EFL learners.
On the relationship between dimensions of reflectivity/impulsivity as cognitive styles and language proficiency among Iranian EFL university students.