TY - JOUR ID - 167375 TI - Exploring into Spin-Off Approaches, Personality Types and Cognitive Styles: A Case on Iranian EFL Elementary Learners’ Reading Comprehension Skill JO - Journal of Foreign Language Teaching and Translation Studies JA - EFL LA - en SN - AU - Pazhakh, Abdolreza AU - Atabakhsh, Soroor AD - Assistant Professor of TEFL, English Language Department, Faculty of Humanities, Dezful Branch, Islamic Azad University, Dezful, Iran AD - M.A. in TEFL, English Language Department, Faculty of Humanities, Dezful Branch, Islamic Azad University, Dezful, Iran Y1 - 2023 PY - 2023 VL - 8 IS - 1 SP - 41 EP - 66 KW - Cognitive styles KW - Personality Types KW - reading comprehension skill KW - Spin-Off Approaches DO - 10.22034/efl.2023.352393.1187 N2 - This study explored the interaction of socio-psychological parameters with spin-off approaches to teaching EFL reading comprehension at elementary level. While such parameters covered cognitive style as well as personality type features, the spin-off approaches included theme-based, task-based, community language learnings, natural approach, and content-based instruction. The sample was comprised of 54 female students - studying at Jassas high school, in Dezful, Iran. A Quick Oxford Placement Test was used to homogenize the elementary participants. As for the cognitive style, Group Embedded Figures Test (Witkin et al., 1971) was employed to distinguish between field independent vs field independent and Barrat Impulsiveness Scale (Patton et al., 1995) was also utilized to divide participants into impulsive, and reflective groups. Next, the Preliminary English Test for schools (reading part) was given to the subjects as pretest and posttest. The results indicated that field independent group outperformed field dependent group, and reflective group outperformed impulsive group with regard the spin-off approach to teaching reading. This implies the current findings can contribute to both assessment and teaching theories. UR - https://efl.shbu.ac.ir/article_167375.html L1 - https://efl.shbu.ac.ir/article_167375_f71bc0ad7005f064f43ea9fe5cce65f4.pdf ER -