The Effects of Top-down/Bottom-up Processing and Field-dependent/Field-independent Cognitive Style on Iranian EFL Learners’ Reading Comprehension

Abstract

The present study aimed at exploring the effects of top-down/bottom-up processing and field-dependent/field-independent cognitive style on Iranian EFL learners' reading comprehension. That is, it was attempted to find firstly, whether FI learners would perform better when taught through top-down or bottom-up reading instruction model; secondly, whether FD learners would perform better when taught through top-down or bottom-up reading instruction model. Two intact classes including 40 Iranian freshmen EFL students with the same level of reading proficiency tested through reading section of TOEFL test participated in this study. One class was randomly assigned to top-down reading instruction model and the other to bottom-up approach. The study consisted of three stages. At first stage, Group Embedded Figure Test (GEFT) was administered to determine the distribution of subjects along the spectrum of FD/ FI in each group. Then, the treatment was run and finally, both groups received a reading comprehension posttest. The data were analyzed using two independent samples t-tests. The results revealed that FI learners outperform their FD counterparts in bottom-up group. Moreover, the results showed that FD learners were more successful than FI ones when taught through top-down reading instruction model. In light of these findings, the researchers offered recommendations for further research and for EFL reading educators.