Journal Article

An exploratory study for factorial validity of cognitive styles among Japanese adult EFL learners: from educational and cultural perspectives

Yasuda, Toshinori

2019

Overview

One of the major issues in L2 learning and cognitive styles is the ambiguity of these concepts. A solution to this issue should involve the following two aspects. First, studies of factorial validity should be conducted with empirical data, and with an appropriate analysis using a theoretically well-developed scale. Second, such studies should focus on a particular group of learners, as the learning and cognitive styles could be affected by learners’ cultural and educational backgrounds. This study, focusing particularly on cognitive styles, aims (1) to explore whether the concept of cognitive styles represented in the Ehrman and Leaver Learning Style Questionnaire (Ehrman & Leaver, Ehrman and Leaver Learning Style Questionnaire, 2002 ) show factorial validity for Japanese adult EFL learners and (2) if it does not, to explain the new factor structure, particularly in terms of Japanese educational and cultural backgrounds. Exploratory factor analysis was conducted for the dataset comprising 362 Japanese adult EFL learners, and the frequency distribution of each extracted factor was also investigated. (1) The result did not support the factorial validity as it extracted three factors different from the original questionnaire: impulsive – reflective (access to actual behavior), active – passive (cognitive engagement), and global – particular (cognitive focus); and (2) the new factor structure is discussed in terms of Japanese backgrounds such as cautious behavior, on which a certain value is often placed in Japanese culture, and the influences of university entrance examinations in the Japanese education system. The last part of the paper describes some pedagogical implications for effective use of the questionnaire in practical situations.

• Publisher: Springer Berlin Heidelberg,Springer,Springer Nature B.V,SpringerOpen
• Subject: Adult Students / Adults / Ambiguity / Applied Linguistics / Behavior Patterns / Cognition / Cognitive Style / Cognitive styles / Cognitive-behavioral factors / Cultural Background / Cultural factors / Cultural heritage / Cultural Influences / Education / Educational and cultural backgrounds / Educational Background / Educational systems / English (Second Language) / English as a second language learning / English Learners / Entrance examinations / Exploratory factor analysis / Factor analysis / Factor Structure / Factorial validity / Foreign Countries / Frequency distribution / Higher education / Japanese adult EFL learners / Japanese language / Language Education / Learning / Learning styles / Original Article / Questionnaires / Second Language Instruction / Second Language Learning / Sociocultural factors / Statistical Distributions / Teaching and Teacher Education / Teaching Methods / Validity