Cognitive style and ICT mediated testing: listening comprehension and speaking ability in L2

Although ICT-mediated learning is a main stay in second language learning, its full impact on student achievement is still unknown. A significant knowledge gap still exists regarding students´ outcomes when ICT mediated testing is used for assessing listening comprehension and speaking ability in second language learning. Additionally, little is known regarding the interactive effects of students´ mode of information processing (cognitive style field-dependent/field independent) and ICT mediated testing of listening comprehension and speaking ability in second language learning. This paper reports the findings of a quasi-experimental longitudinal study conducted to determine the relationship between cognitive style field-dependent/field-independent and the performance of adult learners on ICT mediated testing of listening comprehension and speaking ability in second language. Findings indicate that there is no interactive effect of learners´ cognitive style (field-dependent/field independent) and ICT mediated testing of listening comprehension and speaking ability.