Determining Students’ Cognitive Profiles and Deficiencies in Foreign Language Education through Cognitive Diagnosis Models

Tahsin Oğuz BAŞOKÇU, Didem KOŞAR


This study aims at observing the development in students’ cognitive profiles in relation to English education. In this sense, the present study employs cognitive diagnosis models to determine student lacks and profiles in foreign language education. The sample of the study includes prep class students studying at Ege University, School of Foreign Languages in the 2012-2013 academic years. The students taking the proficiency exam held at the beginning of the year and the final exam held at the end of the year were included in the sample. Data regarding both exams indicated that 564 students took both final and proficiency exams. Therefore, this group was selected as sample. Descriptive statistics show that both tests have high levels of reliability. In addition, skewness and kurtosis coefficients indicate that neither of the tests has extreme deviation from the normal distribution. According to the analysis results, the students had few characteristics in the proficiency test, but they increased in the final test.


Foreign language, English, proficiency test, final test

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