ISSN: 2226-6348
Open access
The English Cloze Test evaluates students' foundational English knowledge and provides a relatively accurate indication of students' overall English proficiency. The researchers conducted this study quantitatively using surveys and Partial Least Square-Structural Equational Modelling (PLS-SEM). They involved 562 middle school students, including senior and junior high school students; it attempted to establish a relationship model of English learning strategies, motivation and self-efficacy in Cloze Test learning and study the relationship between these in terms of gender, grade level, and English scores. The study discovered a significant positive correlation between learning strategy and motivation and between motivation and self-efficacy. Furthermore, there are significant positive correlations between English scores and learning strategies, motivation, and self-efficacy; gender exhibited a negative correlation with self-efficacy; and negative correlations between grade level and learning strategies.
Adnan, N. H., & Sayadi, S. S. (2021). ESL students’ readiness for self-directed learning in improving English writing skills. Arab World English Journal, 12, 503–520. https://doi.org/10.24093/awej/vol12no4.33
Bakkalo?lu, S., & Pilten, G. (2023). Examining the relationship between reading motivation and reading comprehension self-efficacy perception. International Journal of Psychology and Educational Studies, 10, 144–158.
https://doi.org/10.52380/ijpes.2023.10.1.909
Bonyadi, A., Nikou, F. R., & Shahbaz, S. (2012). The relationship between EFL learners’ self-efficacy beliefs and their language learning strategy use. English Language Teaching, 5, 113–121. https://doi.org/10.5539/elt.v5n8p113
Brown, J. D., Janssen, G., Trace, J., & Kozhevnikova, L. (2012). A preliminary study of cloze procedure as a tool for estimating English readability for Russian students. Second Language Studies, 31(1), 1–22.
Chavez, T. E. (2021). Student perceptions of intrinsic motivation in completion of student evaluation of teachers (SET). Ed.D., Grand Canyon University, America.
Cheng, X. T., & Zheng, M. (2002). English Learning Strategies -- From Theory to Practice. Beijing Foreign Language Teaching and Research Press: Beijing, China, 85-97.
Cohen, L., Manion, L., Morrison, K., & Keith M. (1980). Research Methods in Education. Sage publications: Los Angeles, USA, pp. 120-159.
Coutinho, S. A., & Neuman, G. (2008). A model of metacognition, achievement goal orientation, learning style and self-efficacy. Learning Environments Research, 11, 131–151. https://doi.org/10.1007/s10984-008-9042-7
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. https://doi.org/10.1007/BF02310555
Deng, X., Wang, C., & Xu, J. (2022). Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements. Frontiers in Psychology, 13, 976330. https://doi.org/10.3389/fpsyg.2022.976330
Dog?an, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N., & Adnan, A. (2019). A web-based intervention for social media addiction disorder management in higher education: Quantitative survey study. Journal of Medical Internet Research, 21.
https://doi.org/10.2196/14834
Feng, M., McSparron, J. I., Kien, D. T., Stone, D. J., Roberts, D. H., Schwartzstein, R. M., ... Celi, L. A. (2018). Transthoracic echocardiography and mortality in sepsis: Analysis of the MIMIC-III database. Intensive Care Medicine, 44, 884–892.
https://doi.org/10.1007/s00134-018-5208-7
Greene, B. (2001). Testing reading comprehension of theoretical discourse with cloze. Journal of Research in Reading, 24, 82–98. https://doi.org/10.1111/1467-9817.00134
Hair, J. F. (2014). A Primer on Partial Least Squares Structural Equations Modeling (PLS-SEM). 3rd Ed.; SAGE: Los Angeles, US, pp. 53-90.
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20, 76. https://doi.org/10.1186/s12909-020-01995-9
He, X. X. (2021). Effects of achievement goal orientation, self-efficacy, and autonomous learning ability on English academic achievement of senior high school students. Master's thesis, Jiangxi Normal University, China.
Hosseini Fatemi, A., & Vahidnia, F. (2013). Self-efficacy and motivation among Iranian EFL learners: An investigation into their relationships. IJELE, 1, 79–89.
https://doi.org/10.5296/ijele.v1i3.3771
Huang, X. L. (2021). A research on English learning self-efficacy of senior high school students. Master's thesis, Guangxi Normal University, China.
Kante, M., Chepken, C., & Oboko, R. (2018). Partial least square structural equation modelling’ use in information systems: An updated guideline of practices in exploratory settings. Ed.D. University of Nairobi, Nairobi.
Khansir, A. A., Dehkordi, F. G., & Mirzaei, M. (2021). Learning strategies and English language teaching. Theory and Practice in Language Studies, 11, 734–741.
https://doi.org/10.17507/tpls.1106.19
Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1, 25–30.
https://doi.org/10.33365/jeltl.v1i1.242
Masitoh, S., Arifa, Z., Ifawati, N. I., & Sholihah, D. N. (2023). Language learning strategies and the importance of cultural awareness in Indonesian second language learners. Journal of Language Teaching and Research, 14, 436–445.
https://doi.org/10.17507/jltr.1402.20
Mei, D. (2018). A research on the application of study strategies for high school English discourse-type cloze test. Master's thesis, Chongqing Normal University, China.
Norman, H., Adnan, N. H., Nordin, N., Ally, M., & Tsinakos, A. (2022). The educational digital divide for vulnerable students in the pandemic: Towards the New Agenda 2030. Sustainability, 14(16), 10332.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press: New York, USA, 122-142.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73, 291–300.
https://doi.org/10.1111/j.1540-4781.1989.tb06367.x
Pajares, F. (2001). Toward a positive psychology of academic motivation. The Journal of Educational Research, 95, 27–35. https://doi.org/10.1080/00220670109598780
Pan, Y. Y. (2021). A survey and research on the motivation and self-efficacy of high school students in English learning. Master's thesis, Yan'an University, China.
Pintrich, P. R., Schunk, D. H., & Meece, J. L. (1995). Motivation in education: Theory, research, and applications. Merrill: Wisconsin, US, 118-127.
Shahnazari-Dorcheh, M., Roshan, S., & Hesabi, A. (2012). What is the optimum length of a cloze test? International Journal of English Linguistics, 2, 142–153.
https://doi.org/10.5539/ijel.v2n5p142
Siripitakchai, S., & Tiyawongsuwan, S. (2021). A correlation analysis of English learning strategies and English reading competencies of Aatthayomsueksa students under Nakhon Ratchasima Provincial Administration Organization in Thailand. Revista Espacios, 42.
Srisopha, K. (2022). A causal relationship model of English language learning strategies and achievement motivation among physical education students at Thailand National Sports University. Education Quarterly Reviews, 5.
Sun, X. (2018). Application of discourse analysis theory to the teaching of discourse grammar cloze test in junior middle school. Master's thesis, Shaanxi Normal University, China.
Talvitie-Siple, J. (2007). Students’ motivation to learn: An evaluation of perceptions, pedagogy, and design in one e-learning environment. Ed.D., University of North Carolina, America.
Teng, M. F., Wang, C., & Wu, J. G. (2021). Metacognitive strategies, language learning motivation, self-efficacy belief, and English achievement during remote learning: A structural equation modelling approach. RELC Journal, 2-19.
https://doi.org/10.1177/00336882211040268
Ueki, M., & Takeuchi, O. (2013). Forming a clearer image of the ideal L2 self: The L2 motivational self system and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7, 238–252.
https://doi.org/10.1080/17501229.2013.836205
Wei, H. (2021). Relationships among self-efficacy, L2 motivational self system, and English proficiency: A structural equation modeling. Master's thesis, North University of China, China.
Wu, M. Y., Norman, H., & Hafizah Adnan, N. (2023). Comparative Analysis of Reading Text Readability in Chinese Junior High School English Teaching Textbook Based on Corpus. Arab World English Journals, 14(3).
Williams, R., Ari, O., & Santamaria, C. (2011). Measuring college students’ reading comprehension ability using cloze tests. Journal of Research in Reading, 34, 215–231. https://doi.org/10.1111/j.1467-9817.2009.01422.x
Zou, L. (2012). An analysis of cloze design in high school on the basis of validity. Overseas English, 3, 87-88.
Mengyao, W., Norman, H., Adnan, N. H., & Lei, W. (2024). Development of an English Cloze Test Model for Middle School Students’ English Learning Strategies, Motivation and Self-Efficacy. International Journal of Academic Research in Progressive Education and Development, 13(14), 3415–3429.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode