Abstract
In cognitive diagnostic modeling research, one area that has not had enough research interests is remedial learning or instruction based on the information provided by cognitive diagnostic assessment (CDA). The present study tries to address this research gap by exploring how effective subsequent self-directed learning will be after applying cognitive diagnostic assessment to diagnosing English grammar ability, which was not addressed in the existing CDA research. The significance of the present study is that it provides an in-depth self-study guide to investigate its effectiveness. To this end, the study administers a diagnostic test and provides detailed descriptions of their mastery levels of grammar for a small group of students who will follow through with the guided self-regulated learning. The post-test reveals that the guided self-study was notably effective with the improved total score and heightened skill mastery probabilities. The current research also examines the effectiveness of distractor analysis in optimally modifying Q-matrix for CDA. The result indicates the usefulness of distractor analysis for Q-matrix refinement when the response data are available. The article ends with some suggestions for future research based on the implications of the findings and limitations of the study.
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