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Ghaderinezhad, Fathollah, Aliakbari, Mohammad, Khany, Reza. (1400). Evaluating the Iranian Senior ELT High School Vision Series in terms of Bloom's Revised Taxonomy. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijals.2022.36412.2118
Fathollah Ghaderinezhad; Mohammad Aliakbari; Reza Khany. "Evaluating the Iranian Senior ELT High School Vision Series in terms of Bloom's Revised Taxonomy". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1400, -. doi: 10.22111/ijals.2022.36412.2118
Ghaderinezhad, Fathollah, Aliakbari, Mohammad, Khany, Reza. (1400). 'Evaluating the Iranian Senior ELT High School Vision Series in terms of Bloom's Revised Taxonomy', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijals.2022.36412.2118
Ghaderinezhad, Fathollah, Aliakbari, Mohammad, Khany, Reza. Evaluating the Iranian Senior ELT High School Vision Series in terms of Bloom's Revised Taxonomy. نشریه علمی دانشگاه سیستان و بلوچستان, 1400; (): -. doi: 10.22111/ijals.2022.36412.2118

Evaluating the Iranian Senior ELT High School Vision Series in terms of Bloom's Revised Taxonomy

Iranian Journal of Applied Language Studies
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 اسفند 1400  XML
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22111/ijals.2022.36412.2118
نویسندگان
Fathollah Ghaderinezhad email 1؛ Mohammad Aliakbari2؛ Reza Khany3
1Ph.D. candidate of Ilam university, Iran
2Ilam University
3Ilam University, Ilam, Iran
چکیده
Textbook analysis is a vigorous research approach for evaluating the conformity between the content and the purpose of education. Accordingly, the relatively newly-published Iranian ELT textbooks for senior high school, known as “Vision series” were analyzed for their prominent levels of learning objectives according to Bloom’s Revised Taxonomy. Activity sections of textbooks were codified according to the Taxonomy's coding scheme, and the inter/intra-rater reliability of which were measured and approved. Results revealed that the lower-order categories of cognitive domain are more frequently represented in Vision series of 1 and 2, and chi-square statistics indicate that Vision 3 is significantly different from the other two. The inclusion of higher-order categories in Vision 3 creates hope for increasing students' proficiency and activating students’ need to develop higher-order thinking skills which are prerequisites to critical thinking and autonomous learning. Findings also maintain that the cognitive domain and metacognitive knowledge domain were the least perceived in the three textbooks which call for inclusion of more reflective activities and supplementing higher-order cognitive activities or complementary tasks in Visions 1 and 2.
کلیدواژه‌ها
Autonomy؛ BRT؛ Critical thinking؛ Textbook analysis؛ Vision series
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تعداد مشاهده مقاله: 41


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