ORGANIZING THE ASSESSMENT OF ENGLISH LANGUAGE LEARNERS BASED ON THEIR COGNITIVE STYLE: CHALLENGES AND OPPORTUNITIES
Keywords:
Cognitive style, assessment, concrete learners, analytic learners, communicative learners, authority-oriented learners, personalized learning.Abstract
Assessing English Language Learners (ELLs) requires a nuanced approach that is based on their cognitive learning styles (Knowles, 1972), which can be categorized into concrete, analytic, communicative, and authority-oriented learners. Traditional assessment methods often fail to address these differences, leading to inaccurate evaluations of language proficiency. This article explores the challenges and opportunities of organizing assessments that align with cognitive styles, with a specific focus on an experiment conducted in a selected group at Renaissance Educational University. The study reveals the impact of cognitive style-based assessments on student engagement and performance, highlighting the need for adaptable assessment strategies in language education.
References
1.Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education.
2.Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Heinle & Heinle.
3.Sternberg, R. J. (1997). Thinking Styles. Cambridge University Press.
4.Ellis, R. (2008). The Study of Second Language Acquisition. Oxford University Press.
5.Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). Cognitive Styles in the Classroom: Translation and Second Language Acquisition. Applied Linguistics, 24(4), 461-487.
