Arab World English Journal (AWEJ) Volume 14. Number 3 September 2023                  Pp.380-388

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A Comprehensive Review of Bloom’s Taxonomy Integration to Enhancing Novice EFL
Educators’ Pedagogical Impact

 Shohidahon Nurmatova
English Language Teaching Department
Faculty of Education, Tishk International University
Erbil, KRG, Iraq
Corresponding Author:

Mustafa Altun
English Language Teaching Department
Faculty of Education, Tishk International University
Erbil, KRG, Iraq


Received:05/22/2023         Accepted:09/15/2023                 Published: 09/24/2023


Bloom’s Taxonomy is a logically sequenced structure depicting the cognitive skills required for students to grasp knowledge comprehensively and meaningfully. The integration of Bloom’s Taxonomy into education promotes mastering the cognitive skills and analytical ability of learners. In this review article, the significance of integrating the taxonomy into instructional frameworks for novice teachers in the EFL context was explored. This article also aims to signify the importance of using Bloom’s Taxonomy as an instructional tool and aid for new teachers to help connect their theoretical knowledge with practical implementation in the classroom setting. Additionally, it focuses to revolve around the following research questions: What are the benefits of integrating Bloom’s Taxonomy into the teaching methods used by English as a Foreign Language (EFL) teachers, and how does it contribute to improving language learning outcomes and teaching effectiveness? Through a thorough examination of existing literature on integrating Bloom’s Taxonomy in the EFL context, this article presents evidence that showcases how Bloom’s Taxonomy empowers novice teachers to create more organized, diverse, and student-oriented lessons. The results of this review analysis demonstrate that using Bloom’s Taxonomy provides EFL teachers with a guide and diverse set of tools to support the development of language skills and cognitive abilities suitable for all types of learners. The review article goes beyond addressing the challenges that novice teachers face, offering a framework that helps new educators master their teaching skills which could result in better language acquisition for EFL students.
Keywords: assessment, Bloom’s Taxonomy, collaborative learning, the EFL context, cognitive skills, novice teachers

Cite as: Nurmatova, S., & Altun, M. (2023). A Comprehensive Review of Bloom’s Taxonomy Integration to Enhancing Novice EFL Educators’ Pedagogical Impact. Arab World English Journal, 14 (3) 380-388.


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Received: 05/22/2023
Accepted: 09/15/2023
Published: 09/24/2023

Shohidahon Nurmatova graduated from the North American University, Texas, USA, and got her master’s degree in Curriculum and Instruction with a Concentration in Language Arts. She is a staff member of the English Language Teaching Department at Tishk International University in Erbil, Iraq. Her fields of interest include but are not limited to academic writing, language arts, curriculum design, technology integration into education, and educational psychology. ORCID:

 Assistant Professor Dr. Mustafa Altun completed his Ph.D. degree in Language and Literature at the Russian-Tajik Education Academy in Tadjikistan.  He is a staff member of the English Language Teaching Department at Tishk International University in Erbil, Iraq.  His research interests include teaching English through technology, teaching English through drama/role-play, classroom management, Project-Based teaching and learning, assessment, and evaluation. ORCID: