Field-dependent learners are more sensitive to task type: they perform best of all subgroups under dynamic instruction and worst under static instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? FD Dynamic learners achieved the largest post-test mean (29.7801) and FD Static learners the smallest (24.9354), a significant difference (p = .000). → Gholam Reza Haji Pour Nezhad & Nasrin Shokrpour 2012
Evidence¶
Gholam Reza Haji Pour Nezhad & Nasrin Shokrpour 2012¶
Gholam Reza Haji Pour Nezhad & Nasrin Shokrpour. (2012). The Impact of Task Type and Cognitive Style on Vocabulary Learning. English Language Teaching, 5(9). http://dx.doi.org/10.5539/elt.v5n9p17
q3 · i? · causal · r1
Tukey HSD post-hoc comparisons of the four subgroups in the randomized controlled study showed FD Dynamic significantly better than FD Static (p = .000); the article reports this as the widest spread among all subgroups.
"the largest and smallest means belong to the FD Dynamic group with a mean of 29.7801 and FD Static group with a mean of 24.9354"
Discussion¶
Related Claims¶
- Under dynamic task-type instruction, field-dependent learners significantly outperform field-independent learners, while within the static group FI learners significantly outperform FD learners — related
- Field-independent learners show no significant vocabulary difference between static and dynamic task-type instruction, with only a marginal trend favouring static — related
- Dynamic task-type vocabulary instruction produces significantly better vocabulary gains than static task-type instruction among intermediate EFL learners — a broader claim this one bears on
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