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.