The Relationship between Field Independence/ Dependence Styles and Reading Comprehension Abilities of EFL Readers

Abstract

The present study intends to investigate the relationship between Field Independence/Dependence styles and reading comprehension abilities of intermediate EFL readers as well as to explore their attitude toward reading in a foreign language with respect to their cognitive style. To these aims, ninety university students took part in the study. First, for the purpose of ensuring the homogeneity of the participants they were exposed to Oxford Placement Test (OPT) (2007). Then, Group Embedded Figures Test (GEFT) was administered to distinguish Field Dependent and Field Independent readers. Moreover, for testing the reading ability of the students a reading comprehension test was conducted. Finally, Students Feedback Survey was distributed to both groups to evaluate their opinions regarding EFL reading comprehension. The results of the quantitative analysis of the data for via t-test revealed that there is a relationship between Field Dependency/Independency and reading comprehension. The analysis of feedback survey also denoted that Field Dependent EFL readers at intermediate proficiency level are better in understanding the main ideas and overt concepts in the text and treat reading text as a whole. While, Field Independent EFL readers at intermediate proficiency level are better in understanding the specific information, covert message in the text, inferencing, and treat reading text as a part. The pedagogical implications of the study are discussed throughout the paper.