A Causal Comparative Study Into The Effects Of Cognitive Style And Academic Streams On Efl Students’ Academic Achievement Case Of Efl Master 2 Students

Résumé: Cognitive style is an individual learning trait that has a significant effect on students’ academic achievement. The present study seeks to determine the influence of field dependence- independence cognitive style and academic streams (scientific and literary) on students’ academic achievement in L2 learning. Further, this study aims to establish a profound understanding about EFL teachers’ perception of cognitive style and its effects on second language teaching-learning and academic achievement. This is a causal comparative research. Data were collected using two different instruments; Cognitive Style Questionnaire (CSQ) developed by Wyss (2002), was distributed online to (40) Master 2 EFL students to investigate their cognitive style tendency as well as their academic streams. The CSQ was reinforced with students’ scores list pertaining to the first semester of the academic year 2019-2020. As well, an interview was conducted with 5 EFL teachers at M’sila University to examine their perception of cognitive style. Data collected were analyzed quantitavely and qualitatively. Three hypotheses were tested at 0.05 level of significance and data collected were analyzed using Descriptive Statistics, Chi Square and Phi Coefficient tests. The results proved a significant main difference between scientific and literary streams and students’ cognitive styles (P=0.031; P < 0.05, a significant main difference between field dependent and field independent students and their achievement in L2 learning (P=0.037; P>0.05) and a significant main difference between scientific and literary students and their achievement in L2 learning (P= 0.025; P>.05). Moreover, interview data analysis revealed that EFL teachers held high awareness levels of cognitive style and they assent on the importance of cognitive style as potent variable that may improve L2 learning. Therefore, it is suggested that teachers investigate the foremost cognitive style and academic stream category in their classes, as this could smooth a meaningful learning as well as assist as director for teaching methods selection. In addition, raising students’ awareness about their cognitive styles and motivate them to engage in other styles is recommended to help them compensate learning deficiencies and reshape their behavioral strategies of learners.

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