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Most of the research which has investigated the relationship between effective learners’ variables and language proficiency allows the researcher to quantify the strength of the relationship. The scope of this paper limited to examining the role of field dependence/independence cognitive styles and gender differences on EFL learners’ lexical knowledge. To attain the goals of the research, a number of EFL learners sat through the Vocabulary Size Test (VST) as well as the Group Embedded Figures Test (GEFT). The findings of the study indicate the need for caution when concluding that cognitive styles of field dependence/independence affect lexical knowledge in the absence of tests for possible interactions between FD/FI and other variables, including gender differences that may influence vocabulary knowledge. By the same token, understanding the effective role of students’ cognitive aspects and gender will enable teachers and researchers to design appropriate materials and activities to help students enhance their lexical competence.

The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners