This paper examined the possible relationship between field independence-dependence and reading abilities in EFL learning situations. College students in a reading course as subjects participated in a study in which the Group Embedded Figures Test (GEFT) was used to measure subjects degree of field independence, and two achievement tests were used to gain their reading scores. For data analysis, statistical techniques such as Pearson product-moment correlation and t-test were conducted with a significance level set at .05. The findings showed that subjects field independence-dependence was a statistically significant predictor of subjects performance on reading tests, and that subjects with more field independence were found to obtain higher scores than subjects with less field independence on reading tests. Based on these findings, some important implications for both future research and L2 classrooms were provided in EFL learning settings.
1. Introduction
2. Previous studies
3. Methods
4. Results and Discussion
5. Conclusion