Implementing Critical Pedagogy into EFL Context to Reach Higher Order Level of Thinking by Bloom’s Taxonomy

Abstract

The primary goal of this paper is to promote critical pedagogy in the higher education system by applying it in the EFL context. Critical pedagogy is concerned with how educators can alter education from the banking model of education; due to the traditional way of teaching, learners are passive receivers, whereas, in the problem-posing method, students are active agents of their learning process. For this purpose, problemposing and two-way dialogue were pedagogical actions to enhance students' critical thinking and communication skills. The present study intended to develop the student's speaking capacity, engage them to ask questions, and give reflections on the exposed issues. Five steps have been followed for problem posing; describe the content, define the problem, personalize the problem, discuss the situation, and discuss substitutes for the problem. The observation method was carried out to collect data among two classes containing 20 students each. Finally, the finding of this study proved that implementing critical pedagogy in EFL classrooms increases students' engagement with the curriculum and enhances their interactions in the school. In addition, students reached a higher level by Bloom's Taxonomy associated with their earlier rank.

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

“…While the main theoretical paradigm used to frame the study is interpretivism, the paper also makes explicit references to critical pedagogy as a set of values, principles, and objectives (Giroux, 2023;Shareef1 & Sadiq, 2023). Critical pedagogy has built on the key writing of Paolo Freire (1993) and continues to examine power inequities within educational spaces.…”

A Comparative Study between the Use of Adjectives and Adjective Clauses Based on Bloom’s Taxonomy in Writing Sentence Levels Versus Paragraph Levels

“…This framework helps English teachers to correspond their lesson plans, activities, and exams based on the proper levels of thinking in order to achieve the main objectives of the course (Shareef & Sadiq, 2023). Through learning English at the early stages, learners begin from the lowest levels of thinking until develop their higher-order thinking to achieve the highest level of cognitive taxonomy (Rahman &Manaf, 2017).Based on each level of Bloom"s taxonomy, the researcher, in this present study, has been connected adjectives and adjective clauses to specific terms and definitions as following:…”

“…Regarding conducting research on grammatical structures, various studies focused on discussing and comparing between conjunctions, such as (Puba, 2017;Aidinlou&Reshadi, 2014;& Unubi, 2016;Wilinski, 2018;Saady, 2020;Rahmawati &Subyanto, 2021). Other studies focused on using Bloom"s taxonomy through either defining the hierarchy, assessing textbooks, or designing lessons or tasks related to students" levels and needs, such as (Forhand, 2011;Riazi &Mosalanejad, 2010;Colak-seker& Demir, 2022;Shareef & Sadiq, 2023). However, no attention is paid to the integration between adjective clauses and examining EFL students" understanding and development through writing skills based on the hierarchy of Bloom"s taxonomy.…”