Cognitive Diagnosis of Learning Path based on Rule-Space Model—Case in English Multiple-choice Cloze and Blank-filling Tests

English is an essential part of life to communicate with each other worldwide. In Taiwan there is a gap in English learning. This study aims to conduct the cognitive diagnostic analysis of learning path based on the Rule-Space Model. The subjects of this study were the seventh-grade students from two classes of a junior high school in Miaoli County of Taiwan. It tries to explore the mastery level of students´ potential knowledge attributes, to figure out the factors that influence students´ achievement and to provide them with appropriate remedial instruction. The experimental results are listed as follows: 1. The Students had significant progress in the post-test after receiving adaptive diagnostic suggestions and appropriate remedial instruction. 2. The Students in the experimental group could correspond to 8 kinds of attribute combinations from the target unit of this study. 3. According to the mastery level of students´ potential knowledge attributes, 10 kinds of knowledge states could be classified and two learning paths could be identified. 4. On the basis of the students´ percentage of knowledge states, experimental group students´ learning path is likely to be the path 1.