THE EXTENT OF THE REVISED BLOOM'S TAXONOMY IN THE READING COMPREHENSION QUESTIONS OF THE COURSE BOOK COVER TO COVER 3 FOR READING COMPREHENSION AND FLUENCY

The revised Bloom’s taxonomy is a cognitive process model measuring learners’ comprehension levels through the use of filtered terms. The revised taxonomy is the refurbished form of the former Bloom’s Taxonomy dating back to 1956, which analyzed cognitive skills. Modifications in concepts, system, format and prominence are involved in the revised model. The revised Bloom’s taxonomy covers two learning domains that constitute instructional objectives: cognitive (knowledge) and affective (attitude) and underlines six levels: remember, understand, apply, analyze, evaluate and create. The verbs highlight the cognitive practices that learners confront and the knowledge they facilitate. For example, an action included in the “remember” level may demand learners to call up the acquired knowledge while a verb included in the “create” level may demand learners to carry out an efficacious project. Thus, this study aims at discovering to what degree the revised Bloom’s taxonomy is referred in the reading questions of a globally written EFL reading course book. On the grounds of the mentioned dimensions, two research questions were developed to reach answers to cognition levels in the taxonomy. The initial research question focused on assessing the lower order while the next one aimed at measuring the higher order cognition level in the related reading comprehension questions. The contained EFL reading course book was examined by means of descriptive content analysis technique. The findings of the study clarified that the evaluated reading course book is deficient in the higher level cognitive domain highlighted in the revised taxonomy. Accordingly, some assumptions have been made to suggest how the reading course books which are being produced or will be produced should hint on the revised taxonomy in their reading questions