The Interaction between Cognitive Style and Vocabulary Outputability of ESL Learners Based on Learning Behavioral Data

Abstract

This study conducted an empirical study of the interactive relationship between cognitive style and vocabulary outputability of ESL learners based on the learning behavior data of 40 students from a MOOC platform. The data were obtained and analyzed through MongoDB, in which their learning behaviors were classified into field-independent and field-dependent cognitive styles, each with 20 students. Based on the research framework in this paper, the former includes expansion of resource clicks and interlecture exercises, while the latter includes courseware video clicks and student discussion behavior. As vocabulary output metrics were unavailable, the output values were derived through vocabulary output scale tests in terms of vocabulary quantity, vocabulary depth, vocabulary use precision, and vocabulary use automation degree. Based on the collected data, an empirical analysis of Pearson correlation coefficient values revealed significant positive correlations between ESL learners’ vocabulary outputability and their learning behavioral factors related to field-independent or field-dependent cognitive styles. The result indicates that differentiated teaching should be adopted to improve lexical teaching efficiency for ESL learners of different cognitive styles.