Research On Online Group Interactive Characteristics Of Different Cognitive Style Combinations In English Writing Tasks

There are only a few academic studies combining cognitive style and group interaction,which are mainly empirical studies on influences of group interaction on the foreign language proficiency of students with different cognitive styles.Understanding the interactive characteristics of different cognitive style combinations,teachers could guide students to interact online more effectively in writing tasks and improve students’ writing qualities.The participants are 180 non-English major freshmen in China University of Petroleum.Three cognitive style combinations are clarified according to participants’ cognitive styles,namely field dependent group,field independent group and field mixed group.Adopting both quantitative and qualitative research methods,this research summarizes and compares the interactive characteristics of different cognitive style combinations from three aspects,namely time to complete tasks,dialogue contents and dialogue initiation.It also explores the group interactive patterns of these three combinations.At the same time,the reasons for different interactive characteristics are analyzed based on the interview.The research finds: 1)Different cognitive style combinations present distinct online group interactive characteristics.Field dependent groups show high equality and low mutuality.Field independent groups present high equality and high mutuality.Field mixed groups show low equality and high mutuality.2)Significant differences are demonstrated among different cognitive style combinations in time to complete tasks,dialogue contents and dialogue initiation.3)In terms of interactive patterns,the group interaction of field dependent groups is closer to the alternate pattern.The group interaction of field independent groups is closer to the collaborative pattern.While the group interaction of field mixed groups is closer to the expert/novice pattern.4)Cognitive style is an important reason for different online group interactive characteristics.The research findings could provide reference for foreign language teachers in guiding students’ online group interactions and English writings.