An examination of the Revised Bloom's Taxonomy in globally and locally written EFL textbooks

The purpose of this study is to investigate the types of questions and instructions found in global and local English textbooks used in public and private institutions in Adana, Turkey. In this context, the primary purpose of the study is to determine the extent to which these questions and instructions employ the lower- and higher-order cognitive skills highlighted in the revised version of Bloom's Taxonomy. The study employed a qualitative research method, aiming to uncover and comprehend the fundamental cognitive abilities. The research findings indicate that both types of textbooks cover lower-level cognitive skills as outlined in the Revised Bloom's Taxonomy, but do not encompass higher-level cognitive skills. This study has implications for authors of English textbooks, English instructors, government officials, and policymakers. The findings emphasize the need for English instructors to become familiar with the Revised Bloom's Taxonomy and align their textbooks and other learning materials accordingly. In addition, the study contributes to the development of English instructors by providing supplementary resources based on the cognitive abilities highlighted by the Revised Bloom's Taxonomy. Keywords: Cognitive skills, taxonomy, Revised Bloom's Taxonomy, critical thinking, textbooks, EFL textbooks