The Effect of Field Dependence-Independence as a Source of Variation in EFL Learners’ Writing Performance

In recent years, second language researchers have examined the role of cognitive styles such as field in/dependence and their relationship in learning English as a Foreign Language. Individual cognitive differences may constrain students’ second language learning. The present study explores the effect of field in/dependency on second language writing performance. Eighty nine sophomore students (14 males and 75 females) who had enrolled in essay composition course formed the sample of the study. They were majoring in English Translation at Khorasghan University. A TOEFL test was administered in order to determine the level of the participants’ English language proficiency. The standard Group Embedded Figures Test was used to assess field dependency. The students were asked to write essays on the two modes of narration and argumentation. The collected essays were evaluated according to ESL Holistic Scoring Guide. The obtained data were subjected to the statistical procedures of MANOVA, T-Test and Scheffé test. The results revealed a significant difference between the two groups of field dependence and field independence in writing skill in general and narrative writing in particular. Field independent learners outperformed field dependents (p < 0.05). However, no significant difference was found between field dependents and field independents in argumentative writing. Based on the previous studies, the potential sources of difference between the performance of field dependents and field independents may be attributable to the difference between the two groups in the kind of reasoning, the restructuring ability, the use of strategies in processing information and in writing process, and memory retrieval.