The Differential Effect between EFL Learners’ Field Dependence and Independence Learning Style and their Preference for the Type of WritingFeedback

The present study was an attempt to investigate the effect of learners’ field dependence andfield independence learning style on their preference for the type of writing feedback. Inthis regard, all the learners at the intermediate level of Shokouh Institute of Tehran (fourbranches) were tested (N=۳۰۰). To determine the cognitive field independence anddependence styles, the last revised version of Cohen et al. (۲۰۰۲) with its Persian translationwas employed. Taking the test, based on the obtained results, the students were assigned intwo groups of field-dependent (FDG- ۱۱۰ people) and field-independent (FIDG-۱۹۰people). The study was conducted during two sessions. In the first session, the learners wereasked to write on two simple topics given by the teacher. In one of the writing assignments,they received direct feedback and in another one, they were provided with indirect feedback.In the second session, the learners were asked to answer two questions written on a paper toexpress their opinion about the corrective feedback they received on their assignments.Analyzing the obtained data, it was found that the majority (۶۴.۵۰%) of the field-dependentstudents preferred direct written corrective feedback; however, the majority (۶۳.۲۰%) of thefield-independent learners preferred indirect written corrective feedback. The study alsoprovided some pedagogical implications.

Keywords:

Field dependent , Field independent , Direct Feedback , Indirect Feedback