Beliefs about Language Learning: A Comparison of EFL Learners with Synopsis versus Ectasis Cognitive Styles

It is presumed that the cognitive styles as a category of individual difference variables can potentially shape the learners’ preconceived beliefs which would in turn directly impact or even identify a learner s learning goals, and qualify the learner s success or failure. The current study aimed at investigating the Iranian English as a foreign language (EFL) learners with different cognitive styles and their beliefs about the target language learning. It is presumed that different cognitive styles of synopsis as holistic learning and ectasis as analytic learning could potentially determine the learners’ beliefs and in turn influence their language learning outcomes. For this purpose, a total of 50 upper-intermediate EFL learners were asked to fill out the Beliefs about Language Learning Inventory (BALLI) and the Ehrman- Leaver Cognitive Styles Questionnaire (E&L). Furthermore, their final course language learning scores were obtained to evaluate the possible effects on learning. The obtained data have been subject to independent samples t-tests, the results of which indicated significant differences between synopsis and ectasis learners regarding their beliefs as well as their language learning. In both cases, the synopsis learners could achieve higher scores compared with their ectasis peers. This finding signifies the role of holistic learning and the relevant implications are provided for the practitioners.

Keywords:

language learning beliefs , cognitive style , synopsis , ectasis , language learning achievement