Exploring Bloom's Revised Taxonomy of Educational Objectives in TPSOL Textbooks

This study investigated the manifestation of Bloom’s Revised Taxonomy (BRT) in two series of young and adult teaching Persian to Speakers of Other Languages (TPSOL) textbooks. To this end, the contents of the textbooks were analyzed based on a coding scheme. The results showed statistically significant differences between the different volumes of young learners’ series and between the two series in terms of learning objectives. However, the research revealed significant differences neither between the different volumes of adult learners’ series nor between the two series in terms of their emphasis on higher and lower order thinking skills. The overall results revealed lower order skills as the most represented levels in these books. The findings indicated that the analyzed textbooks would not foster critical thinking ability in learners because their content did not correspond to BRT. This study has some implications for TPSOL policy makers, materials developers, teachers, and language learners.