| dc.description.abstract | The primary objective of this thesis is to examine what information processing influences Chinese learners' English writing performance. This comprehensive information processing encompasses two vital aspects: cognitive styles and implicit attitudes towards two types of cultures: social culture and academic culture. Cognitive styles shed light on how learners process information, while implicit attitudes towards cultures reveal the sources from which information is derived. This research delves into the impact of Chinese learners' cognitive styles and implicit attitudes towards cultures on their English as a Second Language (ESL) and English as a Foreign Language (EFL) writing performance. Applying a postpositivist research paradigm, this study employs a mixed-methods approach encompassing both quantitative and qualitative methodologies for data collection and analysis. The quantitative aspect of the research focuses on assessing implicit attitudes towards cultures and cognitive styles, while the qualitative component involves analysing English writing samples ranging from 160 to 200 words in length. The scoring methods for writing samples involve both quantitative and qualitative approaches. Initially, the samples are individually interpreted according to the adopted IELTS criteria such as knowledge of grammar patterns and meaning. Subsequently, the writing performance is assessed to determine the corresponding score or level. The study explores the relationship between two cognitive styles (field-dependent and field-independent), two classifications of implicit attitudes towards social culture and academic culture, and ESL and EFL writing performance. Additionally, the study examines how writing performance varied with the duration of cultural exposure in different settings. The findings reveal a significant negative effect between implicit attitude (preference for social culture) and English writing performance. Moreover, cognitive styles played a role in shaping writing performance through implicit attitudes. Notably, attitudes towards information processing differed significantly across groups. The study also constructed a predictive model for writing performance, highlighting the complex interplay between cognitive factors, implicit attitudes and writing performance. Furthermore, the study observed significant variations in the types and numbers of grammatical errors in both ESL and EFL writing, which were influenced by the duration of exposure to English-speaking environments and the specific country. Additionally, the research identified a correlation between changes in implicit attitudes and the cultural environment in which learners were immersed. As Chinese learners spent more time in a specific country, their preferences for certain cultural aspects became more pronounced. However, in contrast to attitudes, cognitive styles exhibited stability and demonstrated resilience against external influences. These findings have significant implications for the teaching and learning of ESL and EFL , the improvement of educational policies that promote international cultural change and learners’ understanding of how they learn languages and leverage resources effectively. Additionally, the study sheds light on language processing within a cultural context, which can enhance the accuracy and efficiency of ESL and EFL writing assessments. The results contribute to a deeper understanding of the intricate relationship between cognitive styles, implicit attitudes and ESL and EFL writing performance among Chinese learners. Educators can utilise these insights to design targeted interventions and support Chinese learners in enhancing their writing skills in both ESL and EFL contexts. Furthermore, considering learners' cultural backgrounds and individual cognitive characteristics and implicit attitudes towards cultures in ESL and EFL curricula can prove beneficial. In conclusion, this research emphasises the vital significance of cognitive styles and implicit attitudes in shaping language learning outcomes in both ESL and EFL contexts. The study provides valuable insights into the impact of Chinese learners' information processing, specifically their cognitive style and implicit attitudes towards social culture and academic culture, on writing performance. Integrating these findings into ESL and EFL pedagogy and policy making can promote a more inclusive and effective learning environment for Chinese learners. Moreover, the study paves the way for future research, exploring the dynamic interplay between cognitive factors, cultural exposure and language learning across diverse language contexts. | en_GB |
