Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings

Abstract

Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to assist instructors, policymakers, and curriculum creators in designing education that enables students to effectively retain, retrieve, and apply the selected content. Classifying information in a precise sequence that is durable in a person’s memory can aid learners in effectively storing, retrieving, retrieving, and using facts; otherwise, the whole learning process may be impeded. Thus, it is imperative that students acquire the fundamental knowledge prior to attempting to interpret current information to develop meaningful knowledge (Darwazeh, 2017). The purpose of this research was to determine the degree to which the updated Bloom’s taxonomy is included into the reading sections of EFL textbooks developed for Turkish high school students. According to the results of the research, the evaluated textbooks lacked the higher level cognitive abilities outlined in the updated Bloom’s taxonomy. Consequently, based on the results, certain hypotheses have been formulated to indicate how reading sections of textbooks now being written or to be published might reference the updated Bloom’s taxonomy.

Keywords

• revised bloom’s taxonomy
• reading skills
• reading comprehension questions