TY - JOUR
T1 - The correlation between cognitive styles and written corrective feedback preferences among Iranian and Turkish EFL learners
AU - Kivi, Parivash Jamali
AU - Hernández, Ronald M.
AU - Flores, Jorge Luis Escalante
AU - Garay, Jessica Paola Palacios
AU - Fuster-Guillén, Doris
N1 - Publisher Copyright:
© 2021 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved..
PY - 2021/4/30
Y1 - 2021/4/30
N2 - This study aimed at finding the correlation between Iranian and Turkish EFL learners’ cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students’ cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners’ cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students’ cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students’ cognitive styles and their preferences for different CF frequencies was not significant.
AB - This study aimed at finding the correlation between Iranian and Turkish EFL learners’ cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students’ cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners’ cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students’ cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students’ cognitive styles and their preferences for different CF frequencies was not significant.
KW - Cognitive Styles
KW - EFL Learners
KW - Preferences
KW - Written Corrective Feedback
UR - http://www.scopus.com/inward/record.url?scp=85105798628&partnerID=8YFLogxK
U2 - 10.18844/CJES.V16I2.5643
DO - 10.18844/CJES.V16I2.5643
M3 - Artículo
AN - SCOPUS:85105798628
SN - 1305-9076
VL - 16
SP - 669
EP - 685
JO - Cypriot Journal of Educational Sciences
JF - Cypriot Journal of Educational Sciences
IS - 2
ER -