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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 | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.22111/ijals.2022.36412.2118 | ||
نویسندگان | ||
Fathollah Ghaderinezhad ![]() | ||
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 | ||
آمار تعداد مشاهده مقاله: 39 |