The Role of Input Flooding via Extensive Reading in Iranian Field dependent vs. Field Independent EFL Learners’ Vocabulary Learning

Abstract

This study was an attempt to investigate the effect of input flooding via extensive reading on vocabulary learning of Iranian field dependent versus field independent EFL learners. 100 preintermediate female EFL learners with the age range of 17 to 18 from a high school were selected to participate in the study. They were assigned to one experimental and one control group. The homogeneity of the two groups in terms of language proficiency was assured through Oxford Placement Test (OPT) and they were given a Group Embedded Figures Test. In addition, their vocabulary knowledge was determined by comparing their mean scores in a researcher made vocabulary pretest. The 10-session treatment was followed using input flooding via extensive reading for the experimental group while the control group had their own conventional way of learning. At the end of the treatment, they were asked to sit for another vocabulary test as a posttest. The results of data analyses showed that the participants in the experimental group outperformed in the vocabulary posttest. Moreover, both field dependent (FD) and field independent (FI) learners outperformed in their posttest. However, the results of analysis of covariance (ANCOVA) showed that there was a significant difference between the two groups‟ means on the posttest scores of vocabulary posttest in which the FI group outperformed the FD group. The findings of this study might have implications for students, teachers, and syllabus designers

Keywords

• extensive reading
• field dependent learners
• field independent learners
• input flooding
• vocabulary learning