Abstract
Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners' variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students' perspective.
Riding's Cognitive Style Analysis, a computer software that measures individual's cognitive style, was used to assist in identifying and categorizing students' cognitive style. Thirty students' cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students' cognitive orientation.
The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students' language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students' behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students' cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students' language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.