Exploring the effect of matching cognitive learning style with focused written corrective feedback on English definite/indefinite article system learning

This study aimed to explore the extent to which matching cognitive learning styles (CLS) with written corrective feedback (WCF) can enhance the feedback efficacy in learning the English definite/indefinite article system. To this end, using a pre-test, immediate and delayed post-tests design, 75 pre-intermediate EFL learners were assigned to four groups: experimental direct-FD, experimental indirect-FI, comparison indirect-FD, and comparison direct-FI. As for data collection, several instruments were used in different stages of the study as follows: Oxford Placement Test (OPT), Group Embedded Figures Test (GEFT), WCF Preference Test, Narrative Tasks, and Error Correction Test. OPT, GEFT, and WCF Preference Test were used to assign the students to different groups, whereas Narrative Tasks and Error Correction Test were used as measures of learning gains. To analyze the data, ANCOVA was run to find any potential differences between the groups. The results revealed that the experimental groups outperformed the comparison groups in both narrative and error correction immediate and delayed post-tests, suggesting that the cognitive learning styles of learners can contribute to the efficacy of direct and indirect types of WCF if they are in harmony with each other. Based upon these findings, a number of implications along with new avenues of research at the intersection of WCF and CLS are suggested.