Analyzing the secondary English language teachers’ oral questions according to bloom’s taxonomy of the cognitive objectives in the United Arab Emirates

Other Title(s)

تحليل الأسئلة الشفوية لمعلمي اللغة الانجليزية في المرحلة الثانوية حسب تصنيف بلوم للأهداف المعرفية في دولة الإمارات العربية المتحدة

Dissertant

Muhammad, Falah Jamil Falah

Thesis advisor

al-Duwayk, Badr Said
al-Jadri, Adnan Husayn

Comitee Members

al-Khawlidah, Ahmad Hamad
al-Qatawneh, Khalil
al-Manasirah, Muhammad Ahmad

University

Amman Arab University

Faculty

Faculty of Educational Sciences and psychological

Department

Department of Curriculum and Instruction

University Country

Jordan

Degree

Ph.D.

Degree Date

2012

English Abstract

This study aimed to analyze the secondary English Language Teachers’ oral questions in the United Arab Emirates based on the framework of Bloom’s Taxonomy.

It attempted to answer the following questions: 1.

How are the secondary English Language Teachers’ oral questions distributed among the six levels of Bloom’s Taxonomy of the cognitive objectives? 2.

How are the secondary English Language Teachers’ oral questions distributed among the six levels according to Bloom’s Taxonomy of the cognitive objectives from the educationalists’ perspectives? 3.

To what extent is the distribution of the secondary English Language Teachers’ oral questions consistent with the educationalists’ perspectives in each level of Bloom’s Taxonomy of the cognitive objectives? The study consisted of two samples: English Language Teachers (ELTS) and English Language Teaching (ELT) professionals.

The first sample of ELTs consisted of twenty (20) 11th Grade EFL teachers (10 males and 10 females) purposefully assigned from 30 public secondary schools in Ras Al-Khaimah Educational Zone in the academic year 2010/ 2011.The second sample consisted of (20) ELT educationalists who were consulted upon their expertise, degrees, and interests with English as a foreign language to establish a criterion-referenced tool to judge the effectiveness of ELTs’ questions according to the six cognitive levels of Bloom’s Taxonomy. All oral recorded ELTs’ questions were analyzed across the six taxonomic levels of Bloom’s Taxonomy.

The frequencies and percentages of teachers’ questions in each level were computed.

ELT professionals were consulted upon the percentages of oral questions for each category they believe the Secondary ELTs should cover in a regular class session according to Bloom’s Taxonomy.

Results were subjected to descriptive and inferential analyses.

The descriptive analysis included the classification of questions across the cognitive levels of Bloom’s Taxonomy.

Z-test was employed to answer the research question number three and to test the hypotheses of this study.

The results of the study were as follows: 1.

The total number of ELTs’ questions in each category was calculated.

The knowledge level had the greatest portion (59%) of the total percentage.

It was followed by comprehension (21%), then analysis (10%), application (6%) evaluation (2.5%) and lastly synthesis (1.5%).

Of the total (843) oral questions raised by teachers, 80% of these questions were devoted to the lower level categories: knowledge and comprehension and only (20%) were for the rest of the other categories: application, analysis, synthesis and evaluation. 2.

The responses of the twenty ELT professionals showed that knowledge was given 25% by all professionals whereas 26%, 22%, 11%, 8% and 8% for comprehension, application, analysis, synthesis and evaluation, respectively. 3.

Z-test was conducted and the following results were revealed: a- There were no significant differences at (α=0.05) between the percentages of teachers and those of professionals in the comprehension and analysis levels. b- There were significant differences at (α =0.05) between the percentages of teachers and those of professionals in the rest of the taxonomic levels: knowledge, application, synthesis and evaluation. In light of the findings of the study, it was recommended that educational policy makers adopt effective and perpetual development programs in the area of questioning for pre-service, in-service and newly recruited English Language Teachers.

There were also other recommendations for ELTs and potential researchers.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Learning
• Secondary education
• Second language learning
• United Arab Emirates
• Oral communication
• English language

No. of Pages

164

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-435141