Introduction. Currently, teaching native and foreign languages requires the use of technologies that contribute to the efficiency of the educational process and the fastest possible achievement of high educational outcomes. In this regard, it is justified to turn to cloze testing, which can be technologized and adapted to various tasks and stages of language training in a pedagogical university.The purpose of the article is to reveal the linguodidactic potential of cloze testing technology in language education.

Materials and Methods. In preparing the article, the method of analyzing psychological, pedagogical and methodological literature devoted to the issues of goals, organization, methods, techniques and technologies of teaching and monitoring the level of learning at all stages of language education was used. The pedagogical experience of teachers from a number of faculties of the pedagogical university and the methodological developments of the authors of the article, who have been teaching Russian and foreign languages to future teachers for many years, were summarized. In addition, a survey was conducted among students and teachers, aimed at studying the attitude of participants in the educational process towards the technology of cloze testing.

Results. Based on the results of the study, the following conclusions were drawn: cloze testing can be used at any level of education and at all stages of training, demonstrating a powerful linguodidactic potential in teaching disciplines included in language education programs. Cloze tests can be effectively used as a means of control and training in the process of language education, providing control over the level of learning and the formation of a number of competencies and language skills: lexical, grammatical, auditory, communicative, textual, etc.

Discussion. The analysis of the teaching experience of the pedagogical university faculty showed that only 27% of teachers regularly use cloze testing as a way to monitor students’ skills in language education, and 18% use this technology as a means of developing appropriate skills. According to the authors, such results indicate a significant underestimation of the didactic potential of cloze procedure in teaching students their native and foreign languages.

Conclusion. The study showed that cloze testing, which has long been developed, is not actively used in the domestic practice of language teaching and does not cover all its levels. We believe that the prospect of its wider use is due to a number of advantages of this technology, such as multifunctionality, standard structure, wide scope of application, objectivity of assessment, high motivating potential, etc.

Cloze testing functions both as a control tool and a teaching aid in language education;

In terms of its scope of application, cloze testing is a universal didactic tool used at all levels of education (primary, secondary, higher);

A cloze test can be used independently or as an element of evaluation activities in all types of control (incoming, current, periodic, final);

The cloze test is an effective means of developing a wide range of competencies, abilities and skills that constitute the goal of language education;

The subject content of the cloze test, its volume and complexity are directly dependent on the purpose of its use.

1. Baluyan S.R. (2019), Istoriya i perspektivy ispol'zovaniya diktanta pri obuchenii inostrannym yazykam v SSHA [History and prospects for using dictation in teaching foreign languages in the USA], Izvestiya Volgogradskogo gosudar-stvennogo pedagogicheskogo universiteta, 3 (136), 98–102. EDN: ZFCLJJ(In Russian).

2. Gribova O.Ye. & Almazova A.A. (2021), Strategii zapolneniya lakun v klouz-teste uchashchimisya s tyazhelymi narusheniyami rechi [Strategies for filling gaps in a close test by students with severe speech impairments], Integratsiya obrazovaniya, 25, 2, 340–358. DOI 10.15507/1991-9468.103.025.202102.340-358. EDN: BVQTAN (Scopus). (In Russian).

3. Bagicheva N.V., Domysheva A.S. (2018), Klouz-test kak sredstvo formi-rovaniya tekstovoy kompetentsii mladshikh shkol'nikov [Close test as a means of developing textual competence of junior schoolchildren], Lingvokul'turologiya, 12, 17–23. EDN: YPNJCP (In Russian).

4. Helaluddin, Mannahali M., Purwati D., Alamsyah, & Wijaya H. (2023), “An Investigation into the Effect of Problem-based Learning on Learners’ Writing Performance, Critical and Creative Thinking Skills”, Journal of Language and Education, no. 9 (2), pp. 101–117. DOI 10.17323/jle.2023.14704. (Scopus, WoS).

5. Montaner-Villalba S. (2021), “Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19”, Journal of Language and Education, no. 7 (4), pp. 107–116. DOI 10.17323/jle.2021.11901. (Scopus, WoS).

6. Khonamri F., Azizi M. & Kralik R. (2020), Ispol'zovaniye interaktivnogo elektronnogo perevernutogo obucheniya dlya uluchsheniya kriticheskogo chte-niya studentov [in English] [Using interactive electronic flipped learning to improve students' critical reading [in English]], Science for Education Today, 1, 25–42. DOI 10.15293/2658-6762.2001.02. (In Russian).

7. Ermolaeva P. & Barron P. (2022), “The effectiveness of flipped classroom in the hospitality education”, Training, Language and Culture, no. 6 (4), pp. 31–49. (Scopus).

8. Danelyan G.V. & Ryabova T.V. (2021), Klouz-test kak effektivnoye sredstvo kontrolya obuchennosti inostrannomu yazyku [Close test as an effective means of monitoring foreign language learning], Mir pedagogiki i psikhologii[Electronic], 04 (57), 22–31. EDN: IGVTBR (In Russian).

9. Pikuleva Ye.V., Rumyantseva T.A. & Edr Nabirukhina A.V. (2019), Primeneniye klouz-testov pri obuchenii inostrannym yazykam [Application of cloze tests in teaching foreign languages], Materialy vserossiyskoy nauchno-prakticheskoy konferentsii (s mezhdunarodnym uchastiyem) “Sozdaniye iskusstvennogo inoyazychnogo okruzheniya kak odin iz faktorov aktivizatsii uchebnoy deyatel'nosti”, 31 oktyabrya 2019 goda [Materials of the All-Russian scientific and practical conference (with international participation) “Creation of an artificial foreign language environment as one of the factors for enhancing learning activities”], Sankt-Peterburgskiy gosudarstvennyy ekonomicheskiy universitet, St. Petersburg, October 31, 2019, 49–54. EDN: JJAUKQ (In Russian).

10. Shirina Ye.L. (2017), Klouz-test v prepodavanii RKI (russkogo yazyka kak inostrannogo) kak sredstvo obucheniya osnovnym vidam rechevoy deyatel'nosti i sposob kontrolya znaniy [Close test in teaching RFL (Russian as a foreign language) as a means of teaching the main types of speech activity and a way to control knowledge], Materialy konferenntsii “Karpovskiye nauchnyye chteniya” [Сonference materials “Karpov scientific readings”], “IVTS Minfina”, Minsk, 11, 1, 214–217. (In Russian).

11. Rozikova S.R. (2022), Klouz–test kak sredstvo kontrolya kommunika-tivnoy kompetentsii uchashchikhsya [Close test as a means of monitoring the communicative competence of students], Vestnik instituta yazykov, 1 (45), 182–186. EDN: BORHQY (In Russian).

12. Aryamnova M.A. (2018), Kontrol' rezul'tatov obucheniya [Monitoring learning outcomes], Interaktiv-naya nauka, 11 (33), 18–20. DOI 10.21661/r-473926. EDN: YNWJWH (In Russian).

13. Koreshnikova Yu.N., Avdeyeva Ye.A. (2022), Zainteresovat' nel'zya zasta-vit'. Rol' akademicheskoy motivatsii i stiley prepodavaniya v razvitii kriticheskogo myshleniya studentov [Interest cannot be forced. The role of academic motivation and teaching styles in the development of students’ critical thinking], Voprosy obrazovaniya, 3, 36–66. DOI 10.17323/1814-9545-2022-3-36-66. EDN: YIVUFW (Scopus, WoS, RSCI). (In Russian).

14. Osintseva T.V., Edr: Chesnokova G.S. & Fedorchenko I.A. (2015), Priyom «klouz-test» kak effektivnoye sredstvo formirovaniya tekhniki ponimaniya teksta [The “close test” technique as an effective means of developing text comprehension techniques], Materialy nauchno-prakticheskogo seminara “Sovremennyye napravleniya psikhologo-pedagogicheskogo soprovozhdeniya detstva”, 16–17 aprelya 2015 goda [Materials of a scientific and practical seminar “Modern directions of psychological and pedagogical support of childhood”], Novosibirskiy gosudarstvennyy pedagogicheskiy universitet, Novosibirsk, April 16–17, 2015, 78–81. EDN: UFECCB (In Russian).

15. Semushina Ye. Yu. (2022), Osobennosti formirovaniya produktivnykh navykov pri izuchenii angliyskogo yazyka v magistrature v distantsionnom formate [Features of the formation of productive skills when studying English in a master's degree in a distance format], Sovremennyye problemy nauki i obrazovaniya [Electronic], 4. DOI 10.17513/spno.31955. EDN: IGTYMQ (In Russian).

16. Senchenko T.A. (2010), Problema invarianta vospriyatiya tekstov raz-nykh kommunikativnykh registrov i yeye resheniye metodom klouz-testirovaniya [The problem of invariant perception of texts of different communicative registers and its solution by the method of close testing], Vestnik Tomskogo gosudarstvennogo universiteta, 330, 28–31. EDN: NBPDHP (In Russian).

17. Danilina N.N. (2021), Priyom klouz-test kak odno iz sredstv formi-rovaniya lingvisticheskoy kompetentsii [Adopting a close test as one of the means of developing linguistic competence], Interaktivnoye obrazovaniye [Electronic], 93 (February). Available at: http://io.nios.ru/articles2/112/2/priyom-klouz-test-kak-odno-iz-sredstv-formirovaniya-lingvisticheskoy-kompetencii (Accessed: 15.09.23). (In Russian).