Relationship between L۲ Learners' Autonomy and Their Cognitive Style: Reflectivity in Focus

Abstract This study aimed to determine the relationship between L۲ learners' autonomy and their cognitive style focusing on reflectivity. It was conducted with ۱۴۰ 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, ۸۵ lower and ۵۰ 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, ۱) There was a weak positive relationship between low proficiency L۲ learners' level of autonomy and their degree of reflectivity, ۲) There was a strong positive relationship between high proficiency L۲ learners' level of autonomy and their degree of reflectivity. Finally, the implications of the study for EFL teachers, learners and syllabus designers were discussed.  

کلیدواژه ها:

Cognitive style ، reflectivity ، Autonomy ، Descriptive statistics ، Correlation analysis ، Iranian EFL learners