SUDAN ENGLISH LANGUAGE SYLLABUS: EVALUATING READING COMPREHENSION QUESTIONS USING BLOOM’S TAXONOMY

Abstract

This study focuses on reading comprehension as one of the major language skills in learning English language. The problem of the study is based on the hypothesis that SPINE 3 (Sudan Practical Integrated National English) provides learners with a great number of reading texts which aim at promoting learners’ comprehension abilities but they do not focus on High Order Skills. The comprehension questions in SPINE3 do not cover the range of thinking skills according to Bloom’s taxonomy. The major significance of the study is to assist syllabus and material designers in writing comprehension questions so as to improve learners’ comprehension abilities. The study is descriptive analytical in nature, it adopts the content analysis approach. The findings indicate that 89% of the questions in the sample are actually Low Order Thinking Skills questions, 59% are remembering and 30% are understanding. None are geared to the High Order Thinking Skills. The study recommends that a revision of the comprehension questions in SPINE3 has to be done and new language textbooks should take into account that the comprehension questions and activities should confirm with Bloom’s taxonomy of educational objectives. The questions and activities should aim at developing both Low and High Order Thinking Skills.

Keywords: Bloom’s taxonomy, High/ Low Order Thinking Skills, SPINE Series., reading comprehension questions


Article Review Status: Published

Pages: 53-74 (Download PDF)

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License