Indonesian Journal of Applied Linguistics
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Cognitive Style and EFL Learners’ Listening Comprehension Ability
No full textAbstract The current study aimed to investigate whether, and to what extent, there is a relationship between field independence / dependence cognitive styles and Iranian EFL learners' listening comprehension ability. For this purpose, a sample population of 131 Subjects was randomly selected. A battery of tests including: a) the Group Embedded Figures Test (1971), b) the TOFEL listening test (1995), c) the listening task preference questionnaire, and d) the Michigan ECPE test (1996) were administered. The data analysis showed that the correlation between the TOFEL and the GEFT scores for FD learners (both males and females) was significant(r =0.70), and higher scores on the GEFT led to an increase in the FD learners TOFEL scores. Conducting one-way and two-way ANOVAs, it was suggested that while there was a relationship between cognitive style and listening comprehension (F= 18.02) and also no relationship between sex and listening comprehension (F=0.267), the interactional effect was significant (f = 7.03). Therefore, sex can be regarded as a source of performance difference in listening comprehension but not by itself and it seems that the interaction of sex and cognitive style can have a stronger effect on this skill. Regarding the learners’ preference toward the different parts of the TOEFL listening section, most learners favored the short conversations, informal assessment, and one item/one conversation, however, the FI ones did better on the longer conversations of the second and the third parts of the TOEFL listening test. Keywords: Cognitive style, Field dependence, Field independence, Listening comprehension
READING HABITS AND PREFERENCES OF EFL POST GRADUATES: A CASE STUDY
No full textIn recent years, more emphasis has been given on the role of the learner in the language learning process considering that language learning is primarily a learner’s oriented activity. Thus, learners’ needs and interests should be taken into consideration for effective language learning and teaching to take place. One significant area where learners’ preferences influence their learning can be seen in reading. In any academic or higher learning context, reading is perceived as the most prominent academic language skill for all second and foreign language learners. It is through reading that these learners learn new information and become able to synthesize, evaluate and interpret in order to learn more about their subject matter. Pursuing a postgraduate study requires extensive reading practices which will enable the learners to extend their literacy development. The present study examines the reading habits and preferences of a group of EFL graduate students. Data was collected through a questionnaire and analysed quantitatively. The findings will report on: i) the types of reading materials preferred ii) reasons for reading and iii) the preferred language for reading. To conclude, the paper will further discuss the implications of the findings in terms of instructional materials development within an EFL context. Key words: EFL learners, reading habits, reading preferences, reading behaviou
Book review
No full textNatural Language Processing (NLP) is a 'theoretically motivated range of computational techniques for analyzing and representing naturally occurring texts at one or more levels of linguistic analysis for the purpose of achieving human-like language processing for a range of tasks or applications' (Liddy, 2001, p.1). NLP is an increasingly popular field of study nowadays. The applications of NLP are widespread. There are many applications made possible by NLP such as translation tools, speech recognition and transcription softwares, speech to text and text to speech applications, corpus tools, predictive text applications, and many more. These in return have contributed to the increase in the popularity of NLP itself, not only among academics but also among wider audiences who have benefited from it