IMPORTANCE OF BLOOM’S TAXONOMY IN ENHANSING LISTENING SKILLS

Abstract

Listening comprehension remains difficult when classroom tasks stop at recognition and do not guide learners toward analysis, evaluation, and creation. This conference study examined whether Bloom’s Taxonomy could organize a progressive sequence for improving English listening skills. A three-stage pedagogical experiment was conducted through a Non-Equivalent Control Group Design with N=40 learners divided into an experimental group and a control group. The procedure included a diagnostic pretest, a formative intervention based on increasingly complex cognitive tasks, and a control posttest. Baseline differences were small and statistically non-significant: the recorded values were D=6.4 and D=6.1, p=0.834. After the intervention, the experimental group demonstrated a stronger listening outcome than the control group, with the posttest comparison reaching p=0.001. The evidence supports Bloom-oriented task sequencing as a practical model for linking comprehension, interpretation, critical response, and productive listening activities. Its contribution lies in adapting the taxonomy from a general cognitive classification into a measurable progression for listening instruction, while further replication with larger and more diverse samples remains necessary.