e-ISSN 2231-8542
ISSN 1511-3701
J
Pertanika Journal of Tropical Agricultural Science, Volume J, Issue J, January J
Keywords: J
Published on: J
J
Ahmadi, A. & Yamini, M. (2003). Relationship between field fependence/independence and listening comprehension strategy use by female Iranian English majors. Language Learning, 42(1), 47-80.
Ahmadi, A. (2002). On the relationship between field dependence independence and the use of listening comprehension strategies by Iranian EFL students. [Master’s thesis]. Shiraz University, Iran.
Alavi, S.M. & Kaivanpanah, S. (2009). Examining the role of individual differences in lexical inferencing. Journal of Applied Sciences, 9(15), 2829-2834. doi: 10.3923/jas.2009.2829.283
Bastani, P., Samadbeik, M., Dinarvand, R., Kashefian-Naeeini, S., & Vatankhah, S. (2018). Qualitative analysis of national documents on health care services and pharmaceuticals’ purchasing challenges: Evidence from Iran. BMC Health Services Research, 18(410), 1-9. doi: 10.1186/s12913-018-3261-
Brown, H. D. (2014). Principles of language learning and teaching (6th Ed.). Addison Wesley Longman, Inc.
Chapelle, C., & Green, P. (1992). Field independence/dependence in second language acquisition research. Language Learning, 42(1), 47-80. doi: 0.1111/j.1467-1770.1992.tb00700.x
Farsi, M., Bagheri, M. Sharif, M. & Nematollahi, F. (2014). Relationship between field dependent/independent language proficiency of female EFL students. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 6(3), 208-220.
Gerami, M. R., & Noordin, N. B. T. (2013). Teacher cognition in foreign language vocabulary teaching: A study of Iranian high school EFL teachers. Theory and Practice in Language Studies, 3(9), 1531-1545. doi: 10.4304/tpls.3.9.1531-1545
Hadley, A. O. (2003). Teaching language in context (3rd Ed.). Heinle and Heinle.
Hassanzadeh, V., Gholami, R., Allahyar, N., & Noordin, N. (2012). Motivation and personality traits of TESL postgraduate students towards the use of information and communications technology (ICT) in second language teaching. English Language Teaching, 5(4), 74-84. doi: 10.5539/elt.v5n4p74
Ismail, L., Samad, A. A., Eng, W. B., & Noordin, N. (2012). The effects of task reasoning demand and dyadic versus individual task conditions on learner affective factors in ESL classrooms. Life Science Journal, 9(3), 2162-2168.
Jamieson, J. (1992). The cognitive styles of reflection/impulsivity and field independence/dependence and ESL success. The Modern Language Journal, 76(4), 491-501. doi: 10.2307/33005
Kazemi, S.A., Zarei, L., & Bagheri, M. S. (2014). The ABCs of proposal writing and conducting academic studies. Pakhsheh Ketab Press.
Kourieos, S., & Evripidou, D. (2013). Students’ perceptions of effective language teachers in university settings in Cyprus. English Language Teaching, 6(11), 1-16. doi: 10.5539/elt.v6n11p
Lightbown, P. M., & Spada, N. (2013). How Languages are Learnt (4th Ed.). Oxford University Press.
Lim, X. Y., Razali, A. B., & Abd Samad, A. (2018). Self-directed learning readiness (SDLR) among foundation students from high and low proficiency levels to learn English language. Malaysian Journal of Learning and Instruction, 15(2), 55-81. doi: 10.32890/mjli2018.15.2.
Mahvelati, E. & Mukundan, J. (2012). The role of cognitive style in the collection knowledge development of Iranian EFL learners through input flood treatment. English Language Teaching, 5(10), 105-117. doi: 10.5539/elt.v5n10p105
Mancy, R. & Reid, N. (2004). Aspects of cognitive style and programming. [Paper presentation]. 16th Workshop of the Psychology of Programming Interest Group, Carlow, Ireland.
Noordin, N., Samad, A. A., Razali, A. B. M., Ismail, L., Rashid, M. R. (2019). Theory to practice: What teacher trainees did not expect from their practicum experience. International Journal of Language, Literacy and Translation, 2(2), 42-53.
Riazi, A. H. (1990). A dictionary of research methods: Quantitative and qualitative. Rahnama Publications.
Salmani-Nodoushan, M. A (2007). Is field dependence or independence a predicator of EFL reading performance? TESL Canada Journal, 24(2), 82-108. doi: https://doi.org/10.18806/tesl.v24i2.14
Shahsavar, Z., & Tan, B. H. (2011). Does cognitive style affect bloggers’ attitude in an online learning environment? GEMA Online TM Journal of Language Studies,11(1), 159-171.
Shishavan, H. B. & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 130-143. doi: 10.5539/elt.v2n4p13
Tehrani, S. H. & Razali, A. B. (2018). Developing thinking skills in teaching English as a second/foreign language at primary school. International Journal of Academic Research in Progressive Education and Development, 7(4), 12-39. doi: 10.6007/IJARPED/v7-i4/475
Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press.
Witkin, H. & Goodenough, A. (1981). Role of the field dependent and field independent cognitive styles in academic evolution: A longitudinal study. Journal of Educational Psychology, 69(3), 197-211. doi: 10.1037/0022-0663.69.3.197
Witkin, H. A., Oltman, P., Raskin, E., & Karp, S. (1971). A manual for the embedded figures test. Consulting Psychologist Press.
Zare, P., & Noordin, N. (2011). The relationship between language learning strategy use and reading comprehension achievement among Iranian undergraduate EFL learners. World Applied Sciences Journal, 13(8), 1870-1877.
ISSN 1511-3701
e-ISSN 2231-8542