Evaluation of Bloom’s taxonomy and digitalization of English Foreign Language course content

The present research is action research that aims at unveiling the impetus behind Bloom’s taxonomy when designing the online courses’ educational objectives in the digitized courses and checking its benefits on learners’ academic achievement. To gain empirical data, a survey was addressed to a sample of 62 teachers at the Department of English, Faculty of Foreign Languages. The survey consisted of an online questionnaire that attempts to collect teachers` viewpoints, perceptions, and experiences about the use of Bloom’s taxonomy when formulating courses’ objectives during online learning and its impact on learners’ achievement. The obtained results were coded, treated, and analyzed through the Statistical Package of Social Sciences SPSS. The findings of this paper revealed that the creation of effective objectives depending on Bloom’s taxonomy facilitates and highly improves learners’ academic achievement and serves as a guide in their new online learning setting. Keywords: Academic achievement; Bloom taxonomy; courses’ content; COVID-19 pandemic; Online teaching.