A Comparative Evaluation of the Algerian and the French EFL Textbooks (GETTING THROUGH and FIREWORKS 2De) Using Bloom’s Digital Taxonomy
| المصدر: | المجلة الجزائرية للأبحاث والدراسات |
|---|---|
| الناشر: | جامعة محمد الصديق بن يحيى جيجل |
| المؤلف الرئيسي: | Boulmaiz, Djallel (Author) |
| المجلد/العدد: | مج5, ع2 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2022
|
| الشهر: | أفريل |
| الصفحات: | 876 - 891 |
| ISSN: |
2602-5663 |
| رقم MD: | 1274756 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Bloom’s Digital Taxonomy | Cognitive Skills | EFL Learning | EFL Textbook | Textbook Evaluation
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
The purpose of this study is to conduct a comparative evaluation of two secondary school EFL textbooks using Bloom’s digital taxonomy. The first book, 'GETTING THROUGH', is used in Algeria while the second book, ‘FIREWORKS 2De’, is used in most secondary schools in France. The evaluation process was based on a checklist comprising the six hierarchical cognitive operations of Bloom’s digital taxonomy. The findings revealed that the Algerian textbook, ‘GETTING THROUGH’, engages more the lower-order thinking skills of remembering and understanding while it fails at developing the rest of the skills in the hierarchy. ‘FIREWORKS 2De’, on the other hand, sufficiently activates both the lower-order and the higher-order thinking skills. Therefore, the researcher urges Algerian textbook designers to consider learners’ cognitive development when writing EFL course books and recommends that they benefit from the experiences of syllabus designers in other countries. |
|---|---|
| ISSN: |
2602-5663 |
عناصر مشابهة
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