Relationship between L2 Learners' Autonomy and Their Cognitive Style: Reflectivity in Focus

Subject Areas :

Raheleh Salimian ¹ , Omid Tabatabaei ²

1 - Department of English, Najafabad Branch, Islamic Azad University, Iran
2 - Department of English, Najafabad Branch, Islamic Azad University, Najafabad, Iran

Received: 2016-07-25 Accepted : 2016-07-25 Published : 2015-03-01

Keywords: Iranian EFL learners, Autonomy, reflectivity, Descriptive statistics, Correlation analysis, Cognitive style,

Abstract :

Abstract This study aimed to determine the relationship between L2 learners' autonomy and their cognitive style focusing on reflectivity. It was conducted with 140 Iranian M.A. EFL learners from Department of English at Islamic Azad University of Najafabad. In order to have a homogeneous sample, the second version of Quick Placement Test (QPT) was administered. Then, 85 lower and 50 higher proficiency students were selected based on the scoring level chart of the QPT. In order to estimate participants' autonomy, the Learner Autonomy Questionnaire was administered. Then, the Eysenck Personality Questionnaire was used to determine the participants' degree of reflectivity. To answer the research questions descriptive statistics and correlation analysis were employed. The results revealed that, 1) There was a weak positive relationship between low proficiency L2 learners' level of autonomy and their degree of reflectivity, 2) There was a strong positive relationship between high proficiency L2 learners' level of autonomy and their degree of reflectivity. Finally, the implications of the study for EFL teachers, learners and syllabus designers were discussed.