[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589691-105":3,"detail-sidebar-cat-0-en-105":85,"doc-detail-589691-en":134},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","an-investigation-of-the-learning-strategies-as-bias-factors-in-second-language-cloze-tests-article","An Investigation of the Learning Strategies as Bias Factors in Second Language Cloze Tests - Article","","The study investigated how EFL learners’ learning strategies explain variation in their language test results, with particular attention to whether strategies operate as bias factors in English cloze tests. Among 324 learners at a private institute in Urmia, 158 intermediate EFL students were selected. Participants completed Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and a cloze test across two sessions in one week. Standard multiple regression showed significant positive correlations between metacognitive and cognitive strategies and cloze test performance.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/an-investigation-of-the-learning-strategies-as-bias-factors-in-second-language-cloze-tests-article/589691/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/an-investigation-of-the-learning-strategies-as-bias-factors-in-second-language-cloze-tests-article/589691.png","ImageObject",300,407,{"name":42,"@type":43},"Cipher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What was the main purpose of the study?","Question",{"text":63,"@type":64},"To examine how EFL students’ learning strategies contribute to explaining variance in their language test results, especially as bias factors in English cloze tests.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were participants selected and assessed?",{"text":68,"@type":64},"158 intermediate EFL learners were selected based on proficiency test results, then completed the SILL and an English cloze test over two sessions within one week.",{"name":70,"@type":61,"acceptedAnswer":71},"What statistical method was used to analyze the data?",{"text":72,"@type":64},"Standard multiple regression was used for data analysis.",{"name":74,"@type":61,"acceptedAnswer":75},"What did the results indicate about learning strategies and cloze test performance?",{"text":76,"@type":64},"Metacognitive and cognitive strategies showed significant positive correlations with learners’ cloze test performance, suggesting strategies may function as systematic test bias factors.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},589691,1792162153,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,115,119,124,127,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},5,"Comic",60,"comic",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},6,"Technology",50,"technology",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},7,"Healthcare",40,"healthcare",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":117,"slug":118},8,30,"research-report",{"id":120,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":122,"slug":123},9,"Religion & Spirituality",20,"religion-spirituality",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":122,"slug":126},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":101,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":116,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":143,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":12,"update_tm":147,"read_time":148,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 8 No. 2; April 2017  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  | Flourishing Creativity & Literacy |  |\n|  |  |  |\n\nAn Investigation of the Learning Strategies as Bias Factors in  \nSecond Language Cloze Tests  \nParviz Ajideh  \nEnglish Language Department, University of Tabriz, Iran  \n[E-mail: Parvizaj@gmail.com](E-mail: Parvizaj@gmail.com)  \n[Massoud Yaghoubi-Notash](Massoud Yaghoubi-Notash)  \nEnglish Language Department, University of Tabriz, Iran  \n[E-mail: Masoud.yaghoubi@gmail.com](E-mail: Masoud.yaghoubi@gmail.com)  \nAbdolreza Khalili (Corresponding author)  \nEnglish Language Department, University of Tabriz, Iran  \n[E-mail: Abdolrezaa.khalili@gmail.com](E-mail: Abdolrezaa.khalili@gmail.com)  \nDoi:10.7575/aiac.alls.v.8n.2p.91  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.91](http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.91)  \nReceived: 17/02/2017  \nAccepted: 10/04/2017  \nAbstract  \nThe present study investigated the contribution of the EFL students’ learning strategies to the explanation of the variance in their results on language tests. More specifically, it examined the role of these strategies as bias factors in the results of English cloze tests. Based on this aim, first, 158 intermediate EFL learners were selected from among 324 language learners of a private language institute in Urmia (Iran) as the participants of the study based on their results on a proficiency test. Second, the selected participants respectively received Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the cloze test of the study for the assessment of their learning strategies and English cloze test performance during two sessions in a one-week period. The standard multiple regression was employed for data analysis. The results of the study showed that, there were significant positive correlations between the learners’metacognitive strategies and cognitive strategies and their cloze test performance. Based on these results, it was argued that, the learners’ learning strategies may be systematic test bias factors in second language cloze tests. The results of the present study may have useful practical implications for the EFL teachers and syllabus designers. Moreover, these results may provide certain theoretical guidelines for second language testing specialists.  \nKeywords: individual learner differences, learning strategies, test bias, test performance  \n1. Introduction  \nThere is considerable variation among language learners regarding their success in language acquisition (Ellis, 2004) . This variation is limited to the rate of acquisition for the children who are acquiring their native language. That is, although children differ in the speed of acquiring their mother tongue, they achieve perfect mastery of every aspect of that language (Bley-Vroman, 1988; Clark, 2009) . However, this is not true for second language learners. As BleyVroman (1988) noted, most of these learners do not achieve a native-like competence in the use of the second language. According to him:  \nThe general characteristics of foreign language learning tend to the conclusions that the domain-specific language acquisition of children ceases to operate in adults, and in addition, that foreign language acquisition resembles general adult learning in fields for which no domain-specific learning system is believed to exist (p. 25) .  \nTherefore, in the case of second language acquisition, the variation involves both the learners’ rate and ultimate level of achievement (Ellis, 2004, 2008) . According to Ellis (2004), the differences in achievement among second language learners may stem from three general sets of factors including: social, cognitive, and affective factors. As he further argued, since the cognitive and affective factors lie inside the language learner, the researchers have investigated them as individual learner ","cbCaigLM2KcEY30L","https://ap.wps.com/l/cbCaigLM2KcEY30L","pdf",272561,"English","# Abstract\n# 1. Introduction\n## Individual learner differences in SLA\n## Learning strategies as potential sources of bias","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To examine how EFL students’ learning strategies contribute to explaining variance in their language test results, especially as bias factors in English cloze tests.\"},{\"question\":\"How were participants selected and assessed?\",\"answer\":\"158 intermediate EFL learners were selected based on proficiency test results, then completed the SILL and an English cloze test over two sessions within one week.\"},{\"question\":\"What statistical method was used to analyze the data?\",\"answer\":\"Standard multiple regression was used for data analysis.\"},{\"question\":\"What did the results indicate about learning strategies and cloze test performance?\",\"answer\":\"Metacognitive and cognitive strategies showed significant positive correlations with learners’ cloze test performance, suggesting strategies may function as systematic test bias factors.\"}]","An Investigation of the Learning Strategies as Bias Factors in Second Language Cloze Tests - Article | PDF",1792067936,25]