Using E-learning environments in relation to cognitive styles for developing college students' English vocabulary learning and motivation

Abstract

Abstract This study aimed to identify the effects of e-learning environment of Google Classroom in relation to cognitive styles (independence/dependence) on developing college students' English vocabulary learning and instrumental motivation as well as deciding on the correlations between students' vocabulary learning, instrumental motivation, and cognitive styles. Participants in this study comprised 117 randomly selected EFL juniors, assigned to two experimental groups classified according to their cognitive styles (independence vs dependence). Instruments of the study included the English Vocabulary Retention and Retrieval Test (EVRRT), a cognitive styles inventory (GEFT) for identifying participants’ cognitive styles, and the Instrumental Motivation for Achievement Scale (IMAS). The study revealed that there were statistically significant differences between the mean scores of the experimental group with context-independent cognitive styles and the experimental group with context-dependent cognitive styles to the good of the former group on vocabulary retention on post-testing. In addition, statistically significant differences between the mean scores of the experimental group with context-independent cognitive styles and the experimental group with context-dependent cognitive styles to the good of the former group on post-testing of instrumental motivation. Overall, there was no correlation between vocabulary retention as a function of using the Google Classroom e-learning environment, and motivation mean responses on post-testing.