The Impact of Cognitive-Based Instruction through Bloom’s Taxonomy on Iranian EFL Learners’ Critical Thinking Components

Subject Areas :

Shahrzad Pirzad Mashak ¹ , Neda Gharagozloo ^{2 *} , Neda Hedayat ³

1 - Ph.D. Candidate, Department of English Translation, Faculty of Literature and Humanities, Islamic Azad University, Varamin-Pishva Branch, Varamin, Iran
2 - Department of English Translation, Faculty of Literature and Humanities, Islamic Azad University, Varamin-Pishva Branch, Varamin, Iran
3 - Department of English Translation, Faculty of Literature and Humanities, Islamic Azad University, Varamin-Pishva Branch, Varamin, Iran

Received: 2025-01-16 Accepted : 2025-03-16 Published : 2025-03-18

Keywords: Cognitive-based learning, Critical Thinking, Critical Thinking Components, EFL Learner.,

Abstract :

Purpose: In the current world with the expansion of technology in the education sector, integration of technology for the improvement of critical thinking (CT) among EFL learners becomes a vital process. The recent paper aims to establish the impact of cognitive-based learning that is realized through synchronous interactions in the online modality on the critical thinking disposition of Iranian EFL learners.

Methods: The present research method was based on a pretest and posttest design. Using structural quantitative pre- and post-tests design, the researchers collected a rich data set including analysis, evaluation, and inference as the three key components of CT.  The study sample comprised 84 intermediate learners selected from 110 college students based on their QOPT performance, enrolled in a three-credit general English course at Sama Technical and Vocational College of Dezfoul, divided into experimental and control groups.

Findings: Data collection involved administering the California Critical Thinking Skills Test (CCTST), with results analyzed using ANCOVA and MANCOVA. The study findings indicate that the cognitive-based learning, particularly using Bloom’s Taxonomy-based tasks on the Adobe Connect platform, significantly enhanced learners’ critical thinking skills and components, notably in inference, analysis, and evaluation.

Conclusion: The current study results underscore the potential of integrating technology into EFL education to strengthen essential analytical and evaluative skills, thereby preparing learners for success in the 21st century.

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