Dovetailing focus on form instruction with cognitive styles: A constructive endeavor

The present study attempted to ascertain the utility of adjusting pedagogic focus on form procedures to language learners’ cognitive styles. To this end, 100 (N=100) EFL learners (50 field dependent and 50 field independent) in four groups received vocabulary instruction by means of two instructional interventions comprising visual input enhancement as a technique of focus on form and the orthodox reading comprehension procedure. The study specifically sought to discover the predominant and consequential factors of vocabulary learning and to take account of the foreseeable, feasible, and presumed interaction between the pertinent variables. The results of the study indicated that instruction type and cognitive styles significantly impacted the learners’ vocabulary learning. Additionally, the foregoing factors interacted and swayed the learners’ acquisition of the apposite second language words. The results of the study may delineate appropriate lines of research for further empirical investigation.