Bloom´s taxonomy usage on learners´ listening skills enhancement
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Published:
Feb 7, 2020
Keywords:
Listening skills, Bloom’s Taxonomy, comprehension, improvement.
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Abstract
The purpose of this paper was to present the results obtained during a study conducted at the Technical University of Ambato, in which some data gathered was the base to analyze students’ listening skills improvement at A1 level using different activities founded on Bloom's Taxonomy. In order to establish the relationship between the variables a survey was applied to 153 students of A1 level at the language Center. The survey results were considered to apply different activities in an experimental group which was chosen randomly. These activities were focused on several listening tasks based on the learning level of Blooms’ taxonomy. Furthermore, every activity developed in the classroom was conducted from the most uncomplicated to the most complex activity so that students could improve their listening comprehension. Once the data was interpreted and tabulated, the established hypothesis was corroborated through the application of the Chi-square formula, which demonstrated the improvement in the listening comprehension using Bloom’s taxonomy. Finally, several conclusions were formulated considering the most important students’ opinions. This fact showed the students’ awareness in their listening skill improvement. Moreover, the development of the activities allowed them to be able to see the benefits in the process of learning and communication in English. Therefore, they were conscious about the difficulty in the comprehension of different aspects such as: distinguish the main idea, details, summarize information or give their opinion about the topic listened.
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How to Cite
Saquinga Yanchapanta, A. del R., Orbea Peñafiel, M. N., & Armijos Ango, G. del R. (2020). Bloom´s taxonomy usage on learners´ listening skills enhancement. ConcienciaDigital, 3(1.1), 334-350. https://doi.org/10.33262/concienciadigital.v3i1.1.1152
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References
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Wadsworth, B. (2003). Piaget's Theory of Cognitive and Affective Development: Foundations of Constructivism . Allyn & Bacon.
Wilson, J. (2008). How to Teach Listening. England: Pearson.
Bhargav, H. S., Akalwadi, G., & Pujari, N. V. (2016). Application of blooms taxonomy in day-to-day examinations. In 2016 IEEE 6th International Conference on Advanced Computing (IACC) (pp. 825-829). IEEE.
Bloom, B. (1971). Taxonomy od Educational Objectives: Handbook I. New York: David McKay Company.
Brown, H. (2007). Teaching by Principles: An Interactive Approach to. San Francisco: Pearson.
Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press.
Calero, P. (1 de March de 2018). Repository Technical University of Ambato. Retrieved from http://repositorio.uta.edu.ec/jspui/handle/123456789/27410
Cambridge. (2009). Cambridge Learner´s Dictionary. Cambridge: Cambridge University Press.
Clark, D. (2015). Bloom´s Taxonomy of Learning Domains. Retrieved from Bloom´s Taxonomy of Learning Domains: http://www.nwlink.com/~donclark]/hrd/bloom.html
Cooley, W. W. (1978). Explanatory observational studies. Educational researcher, 7(9), 9-15.
Constantino, D. (2006). Dominio Cognitivo Conocimiento.
Crabtree, B. F., & Miller, W. L. (1992). Doing qualitative research. In Annual North American Primary Care Research Group Meeting, 19th, May, 1989, Quebec, PQ, Canada. Sage Publications, Inc.
Dalton, J., & Smith, D. (2006). Questions and Activities Aligned with Bloom’s Taxonomy . Retrieved from Questions and Activities Aligned with Bloom’s Taxonomy : http://www.teachers.ash.org.au/researchskills/dalton.htm
Dom, C. (2008). Cambridge Advanced Learner's Dictionary. Cambridge: Cambridge University Press.
Foster, P. (1996). Observational research. Data collection and analysis, 57-93.
Gardner, H. (1983). Estructuras de la Mente.
Harmer, J. (2001). The Practice of English Language Teaching. Cambridge: Longman.
Harmer, J. (2007). How to Teach English. Oxford: Pearson.
Helgesen, M. B. (1996). Active Listening Expanding Understanding Through Content. Cambridge: Cambridge University Press.
Hernandez, J., Schrom, K., Berest, D., Hanks, C., & Montaño, A. M. (1999). Estrategias Educativas para el Aprendizaje Activo. Quito: Graficas Universal.
Hernández, S. (2010). Metodología de la Investigación. Chile: Mc Graw Hill.
Houston, H. (2016). Ten Post Listening Activities. EFL Magazine, 8.
Jensen, E. (2004). Cerebro y Aprendizaje. Madrid: Ediciones Narcea .
Jonassen, D. (2004). Technology as Cognitive Tools: Learners as Designers. ITForum, 7.
Kelly, G. (2000). Teach Pronunciation. Pearson.
Kommers, P., Johassen, D., & Mayes, T. (1992). Gognitive Tools for Learning. NATO ASI Series.
Krathwohl, A. (2000). Revision of Bloom´s Taxonomy.
Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256.
Leahey, T., & Harry, R. (2000). Aprendizaje y Cognición. Madrid: Prentice Hall.
Lindsay, P. (2000). Teaching English Worldwide. Alta Professional Series.
Littlewood, W. (2010). Communicative Language Teaching. Cambridge: Cambridge University Press.
Marzano, R. (1992). A different Kind of Classroom: Teaching with Dimensions of Learning.
Nathan Gordon, W. F. (2011). Effective Interviewing and Interrogation Techniques (Third Edition). London: Academic Press Publications.
Numrich, C. (2010). An integrated Approach to Critical Thinking. New York: Pearson.
Ormrod, J. (2005). Aprendizaje humano. Madrid: Pearson.
Passmore, C., Dobbie, A. E., Parchman, M., & Tysinger, J. (2002). Guidelines for constructing a survey. FAMILY MEDICINE-KANSAS CITY-, 34(4), 281-286.
Perez, C., & Sepulveda, M. F. (26 de Abril de 2008). Retrieved from https://mafrita.wordpress.com/category/general/
Reed, J. G., & Baxter, P. M. (2006). Bibliographic research. The psychology research handbook: a guide for graduate students and research assistants, 41.
Reyes Ocaña, M. (2015). Repository of the Technical University of Ambato. Retrieved from Universidad Técnica de Ambato: http://repositorio.uta.edu.ec/jspui/handle/123456789/8895
Richards, J., & Rodgers, T. (2014). Approaches and Methods in Language Teaching Third Edition. Cambridge: Cambridge University Press.
Rigal, R. (2006). Educación Motriz y Educacion Psicomotriz. Spain: INDE Publicaciones.
Rodgers, J. (1996). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Rosenberg, R. (2009). Tools for Activating Materials and Tasks in the English Language Classroom. English Teaching Forum, 11.
S¸evik, M. (2012). Teaching Listening Skills to Young Learners through "Listen and Do". English Teaching Forum, 8.
Salazar Quinatoa, K. (May de 2015). Repository of Universidad Central del Ecuador. Retrieved from http://www.dspace.uce.edu.ec/handle/25000/12441
Sánchez, A. (1982). La enseñanza del Inglés y las cuatro destrezas: escuchar, hablar, leer y. Spain: Minist. de Educación y Ciencia.
Saquinga, A. (2018). "The use of Bloom's Taxonomy on students' listening skills improvement". (Tesis de posgrado). Universidad Técnica de Ambato, Ambato, Ecuador. Retrieved from https://repositorio.uta.edu.ec/handle/123456789/28350
Spratt, M. P. (2011). The TKT Course Modules 1, 2 and 3. Cambridge: Cambridge University Press.
Stephens, M. &. (2009). Estadistica. Mexico D.F.: Colección Schaum.
Sukamolson, S. (2007). Fundamentals of quantitative research. Language Institute Chulalongkorn University, 1, 2-3.
Thornbury, S. (2005). How to Teach Speaking. Harlow: Pearson.
Thornton, S. (2003). Growing Minds: An Introduction to Children's Cognitive Development. New York: Palgrave Macmillan.
Toapaxi Guanopatin, S. (2016). Repository Technical University of Ambato. Retrieved from http://repositorio.uta.edu.ec/jspui/handle/123456789/21386
Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wadsworth, B. (2003). Piaget's Theory of Cognitive and Affective Development: Foundations of Constructivism . Allyn & Bacon.
Wilson, J. (2008). How to Teach Listening. England: Pearson.