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The impact of cognitive style on errors in English writing through extensive reading: A case study

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초록

This case study investigates the impact of cognitive style (field in/dependence) onerrors in English writing through extensive reading (ER). It explores differentpossibilities between two field-independent (FI) and field-dependent (FD) learnersthrough ER, and it considers the types of errors (interlanguage or intralingual) that theyare more likely to commit. The participants were two Korean female high schoolstudents with different cognitive styles. To ascertain their respective cognitive styles,the Group Embedded Figures Test (GEFT) was conducted. The participants were askedto write a reading log once a week for six months. Data analyses were performed bytwo raters, and for further qualitative analysis, Nvivo 10 was used. The results showedthat ER was more beneficial to the FI learner with regard to writing proficiency, andboth the FI and FD learners committed considerable interlanguage errors. Furthermore,there were similarities and discrepancies between the FI and FD learners as a result ofthe ER treatment in interlanguage error change.

Abstract

This case study investigates the impact of cognitive style (field in/dependence) onerrors in English writing through extensive reading (ER). It explores differentpossibilities between two field-independent (FI) and field-dependent (FD) learnersthrough ER, and it considers the types of errors (interlanguage or intralingual) that theyare more likely to commit. The participants were two Korean female high schoolstudents with different cognitive styles. To ascertain their respective cognitive styles,the Group Embedded Figures Test (GEFT) was conducted. The participants were askedto write a reading log once a week for six months. Data analyses were performed bytwo raters, and for further qualitative analysis, Nvivo 10 was used. The results showedthat ER was more beneficial to the FI learner with regard to writing proficiency, andboth the FI and FD learners committed considerable interlanguage errors. Furthermore,there were similarities and discrepancies between the FI and FD learners as a result ofthe ER treatment in interlanguage error change.

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