A Study of Foreign Language Learners ’ Cognitive Style in Multimedia Classroom. Wang Qi Northwest Normal University. Aims:. This study is designed to investigate the relationship between foreign language learners ’ different cognitive styles and task variables in
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Northwest Normal University
This study is designed to investigate the
relationship between foreign language learners’
different cognitive styles and task variables in
the multimedia classroom in Northwest Normal
62 juniors (17 male students & 45 female
students) from English Department are
served as subjects who are randomly chosen
from 85 juniors with the same learning
experience in multimedia classroom.
Chinese Embedded Figures Test (CEFT) which is based
on Witkin’s Group Embedded Figures Test. According
to this test, the subjects are classified as field-
independent (FI, 24 students), field-dependent (FD,
19 students), and field-mixed (FM, 19 students ).
The Instruments(2): three questionnaires
A. Learners’ Preference on Presentation in
Multimedia Format (LPPMF)
B. Learners’ Attitude toward Learning in Multimedia
C. Satisfaction on Learning Effectiveness in
Multimedia Classroom (SLEMC)
Each of the three questionnaires has 10 items in
Chinese. 5-point Likert scale is for getting data.
The scores of them are ranging from 30 to 150. If
the scores are higher than 33 (each questionnaire)
and 98(total of the three) respectively, that shows
students have positive attitudes towards learning in
the multimedia classroom.
Findings of Statistics of CEFT, LPPMF, LALMC, SLEMC
5. A significant negative relationship between FI and
SLEMC (r = -.512*, p<.05) indicates that the
higher scores the FI students get, the less satisfied
they feel on learning, and the multimedia
environment has fewer effects on them.
6. A significant positive relations between FD and
LPPMF (r =.516*, p<.05) / ALMC (r = .615*,
p<.05) indicate that FD students depend more
on the multimedia environment, although they
need help to familiarize themselves with the
presentation format in multimedia classroom.
7. There are no significant relationship between FM and
the three variables.
It is obvious that the multimedia environment has the different effects on the learners with different cognitive styles. This study also finds that the ineffectiveness of teaching results is due to the teaching design of multimedia environment which does not adapt to accommodate different cognitive styles.