{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/68915"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/68915","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Field Independence as a Predictor of Second Language Learning for Adult Esl Learners in the u.s. (United States)","abstract":"Field independence and field dependence (FI/FD), a personality construct developed and studied extensively by Witkin (1977) and his colleagues, has in recent second language (L2) research been thought to bear some significant relationship to a person's success or failure in learning a L2. The primary focus of this study was to explore, in a more direct and specific manner than in previous research, the degree to which FI contributes to and is predictive of L2 success. Also of interest was the existence of cultural differences with respect to FI and the importance of similar degrees of FI between teachers and students in terms of mutual positive or negative opinions. An intact, dependent sample of 57 ESL students at the Intensive English Institute at the University of Illinois was given a measure of FI and English proficiency tests comprised of the TOEFL and EPT as well as an Oral Interview (Bachman and Palmer, 1981). Results of a regression analysis showed that FI contributed to success on the total scores of all the language measures at the .05 level. Furthermore, FI predicted success on the two standardized tests, but not on the Oral Interview. With respect to native language, an ANOVA revealed that Japanese native speakers were significantly more FI than either Spanish or Arabic speakers. No significant correlations were found between similarity of FI and positive opinions between teachers and students. In conclusion, this study provided evidence for the importance of FI as a factor in L2 success. Future studies should investigate the strategies used by learners on both ends of the FI/FD continuum in order to shed light on the process of language learning, to develop a profile of a good language learner, and to construct effective materials and teaching methodologies.","abstract_html":"Field independence and field dependence (FI/FD), a personality construct developed and studied extensively by Witkin (1977) and his colleagues, has in recent second language (L2) research been thought to bear some significant relationship to a person's success or failure in learning a L2. The primary focus of this study was to explore, in a more direct and specific manner than in previous research, the degree to which FI contributes to and is predictive of L2 success. Also of interest was the existence of cultural differences with respect to FI and the importance of similar degrees of FI between teachers and students in terms of mutual positive or negative opinions. An intact, dependent sample of 57 ESL students at the Intensive English Institute at the University of Illinois was given a measure of FI and English proficiency tests comprised of the TOEFL and EPT as well as an Oral Interview (Bachman and Palmer, 1981). Results of a regression analysis showed that FI contributed to success on the total scores of all the language measures at the .05 level. Furthermore, FI predicted success on the two standardized tests, but not on the Oral Interview. With respect to native language, an ANOVA revealed that Japanese native speakers were significantly more FI than either Spanish or Arabic speakers. No significant correlations were found between similarity of FI and positive opinions between teachers and students. In conclusion, this study provided evidence for the importance of FI as a factor in L2 success. Future studies should investigate the strategies used by learners on both ends of the FI/FD continuum in order to shed light on the process of language learning, to develop a profile of a good language learner, and to construct effective materials and teaching methodologies.","abstract_has_math":false,"creators":["Roberts, Cheryl A."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:49:53Z","date_published":"2014-12-15T18:49:53Z","updated_at":"2026-07-22T22:25:59Z","subjects":["Language, Linguistics"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8410032"],"render_values":[{"text":"(UMI)AAI8410032","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/68915","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Roberts, Cheryl A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:49:53Z","10000-01-01","1983"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language, Linguistics"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/68915","(UMI)AAI8410032"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Field independence and field dependence (FI/FD), a personality construct developed and studied extensively by Witkin (1977) and his colleagues, has in recent second language (L2) research been thought to bear some significant relationship to a person's success or failure in learning a L2. The primary focus of this study was to explore, in a more direct and specific manner than in previous research, the degree to which FI contributes to and is predictive of L2 success. Also of interest was the existence of cultural differences with respect to FI and the importance of similar degrees of FI between teachers and students in terms of mutual positive or negative opinions. An intact, dependent sample of 57 ESL students at the Intensive English Institute at the University of Illinois was given a measure of FI and English proficiency tests comprised of the TOEFL and EPT as well as an Oral Interview (Bachman and Palmer, 1981). Results of a regression analysis showed that FI contributed to success on the total scores of all the language measures at the .05 level. Furthermore, FI predicted success on the two standardized tests, but not on the Oral Interview. With respect to native language, an ANOVA revealed that Japanese native speakers were significantly more FI than either Spanish or Arabic speakers. No significant correlations were found between similarity of FI and positive opinions between teachers and students. In conclusion, this study provided evidence for the importance of FI as a factor in L2 success. Future studies should investigate the strategies used by learners on both ends of the FI/FD continuum in order to shed light on the process of language learning, to develop a profile of a good language learner, and to construct effective materials and teaching methodologies.","Made available in DSpace on 2014-12-15T18:49:53Z (GMT). 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(United States)"]}]}],"canonical_facts":{"dc:creator":["Roberts, Cheryl A."],"dc:date":["2014-12-15T18:49:53Z","10000-01-01","1983"],"dc:description":["Field independence and field dependence (FI/FD), a personality construct developed and studied extensively by Witkin (1977) and his colleagues, has in recent second language (L2) research been thought to bear some significant relationship to a person's success or failure in learning a L2. The primary focus of this study was to explore, in a more direct and specific manner than in previous research, the degree to which FI contributes to and is predictive of L2 success. Also of interest was the existence of cultural differences with respect to FI and the importance of similar degrees of FI between teachers and students in terms of mutual positive or negative opinions. An intact, dependent sample of 57 ESL students at the Intensive English Institute at the University of Illinois was given a measure of FI and English proficiency tests comprised of the TOEFL and EPT as well as an Oral Interview (Bachman and Palmer, 1981). Results of a regression analysis showed that FI contributed to success on the total scores of all the language measures at the .05 level. Furthermore, FI predicted success on the two standardized tests, but not on the Oral Interview. With respect to native language, an ANOVA revealed that Japanese native speakers were significantly more FI than either Spanish or Arabic speakers. No significant correlations were found between similarity of FI and positive opinions between teachers and students. In conclusion, this study provided evidence for the importance of FI as a factor in L2 success. Future studies should investigate the strategies used by learners on both ends of the FI/FD continuum in order to shed light on the process of language learning, to develop a profile of a good language learner, and to construct effective materials and teaching methodologies.","Made available in DSpace on 2014-12-15T18:49:53Z (GMT). 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