“ Bloom’s Digital Taxonomy in the Saudi EFL Classrooms ”

Bloom's taxonomy was created by a group of psychologists in 1956, with Benjamin Bloom at the helm. It is a very well-known classification of learning. It refers to a hierarchy of question stems that teachers use to guide their students through the learning process. 

A mechanism for the classification and categorization of different levels of learning, teachers can apply the six-staged diagram's principles to intellectual learning in the typical classroom environment. The six levels of bloom's taxonomy, in order (lowest to highest), are knowledge, comprehension, application, analysis, synthesis and evaluation. All of these stages slot into the cognitive domain, which relates to how the brain processes information and thoughts.

Educators use Bloom's when creating curriculum as a way of defining the level of cognitive thinking skills they want students to exhibit when learning specific material. When students are first being introduced to a new topic, teachers should use Bloom's Taxonomy to get ideas for basic questions that ask the students to recall simple facts from the material. As student comprehension grows and evolves, the questions will get more complex and demand more from the students. 

Higher order thinking skills like application and analysis are generally tied to more upper-division curriculum, while lower order thinking skills like knowledge and comprehension are found in objectives of lower-division courses. Critical thinking skills are an essential part of the thinking classification levels in Bloom’s.

When students are using the higher order thinking skills they are more likely to retain information, perform better on standardized tests, and most importantly, achieve the ultimate goal of becoming lifelong learners. 

As a whole, bloom's taxonomy stresses the need for teachers to encourage the use of high-level skills amongst pupils - not simply the lower-level ones. By doing this, information is retained for longer by the student, whereas simply addressing the basics is likely to result in the key facts being forgotten soon after they're taught.

Bloom’s Taxonomy is not very clear in setting learning objectives in the Saudi EFL classrooms because students may go through only some levels of the taxonomy. learners may just understand and memorize the ideas, but they don’t have the opportunity to apply or create or analyse what they understand inside or outside the classroom.

By using bloom's taxonomy in the classroom, the teacher can plan a perfect lesson, which includes a verity of activities and questions that students must work with at each level of the taxonomy. That it gives them an opportunity to be more creative, to be independent learner, and to operate their cognitive skill and of course improve their critical thinking.