The Analysis of Learning Objectives in Iranian Junior High School English Text books based on Bloom’s Revised Taxonomy

Ayoub Rahpeyma, Ali Khoshnood

Abstract


This study was carried out to evaluate the Iranian junior high school English text books according to learning objectives of Bloom’s Revised Taxonomy (2001) to find which learning levels of Bloom’s Revised Taxonomy were more common in these text books. The primary data in this study came from the newly published English text book, English for Schools series consisting of two three-volume series named Prospect 1, 2 and English book grade three named Right Path to English. Therefore, the data sources were junior high school English text books contents. This study is important as these course books are the first English text books that have been prescribed for Iranian junior high school students to study from 2014. To fulfill the purpose of this study, the contents of junior high school English text books were codified by a coding scheme of BRT. The data were then analyzed; at the first step the frequency and percentage of occurrence of different learning objectives from each book was separately considered and then the average of the whole books were calculated. Results from the codification of 439 tasks and exercises indicated that in three grades, the first three low levels in BRT were the most prevalent than higher learning levels in Iranian junior high school English text books. In addition an important difference was found among the text books in their inclusion of different levels of learning objectives of two dimensions of BRT (knowledge and cognitive). This study can provide useful information for text book development, curriculum writers, and syllabus designers to boost English learning in the EFL setting of Iran.

Keywords: Bloom’s Revised Taxonomy, Junior high school English text books, Text book


Full Text:

PDF

References


Amalsaleh, E. (2004).The representation of social actors in the EFL text books in Iran (Unpublished doctoral dissertation). Shiraz University, Shiraz.

Amin, A. (2004). Learning objectives in university Persian & English general language courses in terms of Bloom’s taxonomy (Unpublished master's thesis), Shiraz University, Shiraz.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives: Complete edition, New York: Longman.

Ary, D., Jacobs, L.C. Razavieh, A., & Sorensen, C. (2006). Introduction to research in education (7th Ed.). Orlando, FL: Harcourt Brace College Publishers.

Black, S.M. & Ellis, R.B. (2010). Evaluating the level of critical thinking in introductory investment courses. Retrieved from http:// www. The free library. com

Canon, H.M. & Feinstein, A.H. (2005). Bloom beyond Bloom: Using the revised taxonomy to develop experiential learning strategies. Developments in Business Simulations and Experiential Learning 32 (3), 48-356.

Chang, J. (2006). Globalization and English in Chinese higher education. World English’s 25(8), 513_525.

Cunningsworth, A. (1995). Choosing your course book. Oxford, UK: Heinemann.

Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT Journal, 51(1), 36-42.

Hutchinson, T. & Torres. (1994). The text book as agent of change. ELT Journal. 48 (4), 315- 328.

Jahangard, A. (2008). Evaluation of EFL materials taught at Iranian public high schools. The Asian EFL Journal, 9(2), 130-150.

Kazempourfard, E. (2012). On the representation of Blooms revised taxonomy in interchange course books. JTL journal, 4 (1).

Khajavi, Y., & Abbasian, R. (2011). English language teaching, national identity and globalization in Iran: The case of public schools. International Journal of Humanities and Social Science.1 181-186. Retrieved from: www.sid.ir

Noble, T. (2004). Integrating the revised Bloom’s taxonomy with multiple intelligences: A planning tool for curriculum differentiation. Teachers College Record, 106 (1), 193–211.

Oregon State University. (2004). OSU extended campus: Course development: Instructional design -the taxonomy table. Retrieved April 3, 2005 from http://oregonstate.edu/ instruct/ coursedev/ models/ id/taxonomy/

Oz-teacher Net. (2001). Oz-Teacher Net: Teachers helping teachers: Revised Bloom’s Taxonomy. Retrieved March 19, 2005 from http://www.rite.ed.qut.edu.au

Raseks, A. E., Esmae’li, S., Ghavamnia, M., &Rajabi, S. (2010). Don’t judge a text book by its cover: Text book evaluation in the EFL settings. The Journal of International Social Research, 3(14), 448-461

Riazi, A.M. &Mossalanejad, N. (2010).Evaluation of learning objectives in Iranian high-school and pre-university English text books using Bloom’s taxonomy.The Electronic Journal for English as a Second Language. 13(5), 1-16.

Yarmohammadi, L. (2002). The evaluation of pre-university text books. The Newsletter of the Iranian Academy of Science, 18(7), 70-87.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.