Learning strategy use and performance on the multiple-choice cloze

Abstract

The purpose of this study was to examine how college EFL learners use learning strategies in performing a multiple-choice doze test. Based on a general framework of cognitive and metacognitive strategies referred to O'Malley et a1. (1985) and Oxford (1990), the verbal protocols produced by four EFL learners were analyzed in terms of doze item types and learning strategy types. The findings show that textual items were the easiest to both successful and less successful learners but the successful learners performed better on lexical and grammatical items. In addition, regardless of reading proficiency, a variety of cognitive strategies (303/384, 79%) were utilized: the successful learners favored 'reading in L2' the most while the less successful learners used 'translation into L1' most frequently. As for metacognitive strategy use, the multiple-choice format prompted the learners to often employ 'matching and elimination.' Overall, the successful learners showed greater metacognitive control and were more persistent in coping with the doze task. Issues of reading proficiency, test format and item types, and learning strategies are addressed with implications for the doze test construction.