sahar Zahed alavi; Rahman Sahragard
Volume 8, Issue 17 , July 2016, , Pages 93-114
Abstract
This study investigated nine General English books (five produced by non-native Iranian speakers and four produced by native speakers) in terms of learning objectives in Bloom’s Revised Taxonomy (2001). The aim was to find out which levels of Bloom’s Revised Taxonomy are dominant in the books. ...
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This study investigated nine General English books (five produced by non-native Iranian speakers and four produced by native speakers) in terms of learning objectives in Bloom’s Revised Taxonomy (2001). The aim was to find out which levels of Bloom’s Revised Taxonomy are dominant in the books. So, the contents of the books were codified based on a coding scheme designed by Razmjoo and Kazempurfard (2012). The inter-coder and intra-coder reliability of the coding were estimated through SPSS software resulting in 96.5 and 97.3 respectively, which are very high. The data were analyzed and the frequencies and percentages of occurrence of different learning objectives were calculated. The results of the study revealed that in books produced by non-native speakers, A1 (Remembering Factual Knowledge) is the dominant learning objective level used, and in books produced by native speakers, both A1 (Remembering Factual Knowledge) and B1 (Understanding Factual Knowledge) are the dominant levels. Furthermore, lower order thinking skills (the three low levels in Bloom’s Revised Taxonomy) are the most prevalent learning levels in books produced by both non-native Iranian speakers and native speakers. However, the percentages of occurrence of higher order thinking skills in books produced by native speakers are higher than those in books produced by non-native Iranian speakers.
