Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain
الموضوعات :
Maryam Mizbani
1
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Hadi Salehi
2
(Najafabad Branch, Islamic Azad University, Najafabad, Isfahan, Iran)
Omid Tabatabaei
3
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
الکلمات المفتاحية: Content Analysis, Textbook, Textbook evaluation, Vision 1, Bloom', s Revised Taxonomy, Cognitive domain, Thinking skills,
ملخص المقالة :
Textbooks are considered as the common features of the classrooms and are important means to make contributions to curricula. Therefore, their contents are very essential to develop the adequate curriculum planning. A textbook analysis is a means by which different features of the textbooks can be analyzed and hence their effectiveness is validated. This study set out to evaluate the content of Vision 1, the textbook of Senior High School, grade 1, in order to investigate in which six levels of cognition in Bloom’s (2001) Revised Taxonomy of Cognitive Domain the activities of the four skills of Listening, Speaking, Reading, and Writing would be graded. Thus, the activities of the textbook were codified based on the coding levels in Bloom's Revised Taxonomy of Cognitive Domain. Then, the data were analyzed and the frequencies and percentages of occurrence of various codes related to the cognition levels in Bloom’s Taxonomy were calculated. The results of the study did not detect any evidence for the presence of higher levels of the cognition and thinking process in the textbook activities related to the four skills. In other words, all activities in the domain of Listening, Speaking, Reading, and Writing were classified in low levels of cognition, namely Remembering, Understanding, and Applying and failed to nurture the students for high levels of thinking skills. The findings provided some supports for supplying complementary materials by the teachers in order to train the learners for higher levels of the cognition.
