email@example.com, Cumhuriyet University
Bloom’s taxonomy is a well-established categorization that helps educators assess the level of cognitive involvement in a learning process and monitor learning outcomes. In recent years, many educators have come up with their own taxonomies of Web 2.0 tools for learning by using the cognitive domains proposed by this famous taxonomy. However, such categorizations seem to have little solid pedagogical basis, and there is no empirical evidence as to account for how such classifications are produced. This paper, therefore, investigates the extent to which Bloom’s taxonomy of learning domains could be used to categorize Web 2.0 tools for learning languages. To investigate this, the researcher has initially sampled a number of Web 2.0 tools based on various criteria including usage statistics, functionality, availability of user comments and so on and explored how these tools are represented in taxonomies for digital tools. By using commonly cited descriptors used to identify domains, the researcher will quantitatively and qualitatively analyze (a) existent documentation from the official site of each tool, (b) articles and web documents that describe the tool and discuss its pedagogical uses, and (c) user comments available on the Web. The qualitative analysis will be carried out using CAQDAS (NVivo 10), while the quantitative analysis will be done using an open-source corpus analysis tool. The results will help understand the extent to which current Web 2.0 tools could be categorized based on the famous taxonomy of learning domains, proposed by Bloom. Such critical understanding could inform educators and researchers about whether and how to transfer Bloom’s taxonomy to the digital instructional landscape in L2 education.
Bloom's taxonomy, Web 2.0 tools, L2 education, English