Abstract

This study explores how different cognitive styles influence writing performance among English language learners, focusing on a group of 220 second- and third-year students at Dai Nam University. The research aims to understand whether the way students think and process information, whether they are Field Dependent or Independent, Analytic or Holistic, Visual or Verbal, Reflective or Impulsive, affects their ability to excel in writing tasks. To assess this, we used a well-established cognitive style inventory and evaluated writing skills through the IELTS Writing Task 2, a standardized test known for its rigor in measuring academic writing proficiency.

Our analysis reveals some interesting patterns. Students with a Field Independent or Analytic cognitive style tended to score lower on writing tasks compared to those who were Field Dependent or Holistic thinkers. This suggests that students who prefer to rely on their own internal judgment and focus on details might struggle more with writing tasks that require broader thinking and external guidance. On the other hand, whether a student was more visual or verbal, reflective or impulsive, didn’t seem to make a big difference in their writing performance.

These findings highlight the importance of recognizing and adapting to the diverse cognitive styles in the classroom. By understanding how students think, educators can better support their learning and help them develop stronger writing skills. This study offers valuable insights for teachers and curriculum designers aiming to improve writing instruction and outcomes for English language learners.

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