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USING BLOOM’S TAXONOMY TO SCAFFOLD READING COMPREHENSION OF
B2 ESL LEARNERS
Abdullaeva Muborak Rustam qizi
2nd year Master's student, TUES
Foreign Languages Faculty
https://doi.org/10.5281/zenodo.15433648
Abstract
Reading comprehension is a complex skill that extends beyond basic decoding of text. For
B2-level ESL learners, achieving higher levels of comprehension requires engaging with texts
at various cognitive depths. This article explores the practical use of Bloom’s Taxonomy as a
scaffold to develop these skills, focusing on how each cognitive level supports learners in
progressing from surface understanding to critical engagement with texts. Practical strategies,
examples, and implications for classroom practice are discussed, aiming to enhance both
teaching and learning outcomes in second language reading instruction.
Key words:
Bloom’s Taxonomy, ESL reading, B2 level, reading comprehension, cognitive
skills, language learning, scaffolding.
Reading comprehension is a complex skill that extends beyond basic decoding of text. For
B2-level ESL learners, achieving higher levels of comprehension requires engaging with texts
at various cognitive depths. This article explores the practical use of Bloom’s Taxonomy as a
scaffold to develop these skills, focusing on how each cognitive level supports learners in
progressing from surface understanding to critical engagement with texts. Practical strategies,
examples, and implications for classroom practice are discussed, aiming to enhance both
teaching and learning outcomes in second language reading instruction.
Bloom’s Taxonomy is widely used in education to classify learning objectives and to
support instructional design. In the context of ESL teaching, especially at the B2 level, it helps
guide learners from basic understanding to more critical and creative interaction with texts
(Anderson & Krathwohl, 2001). According to the Common European Framework of Reference
for Languages, B2-level students are expected to grasp the main ideas of complex texts and
interact with both concrete and abstract content (Council of Europe, 2001). However, many
classroom activities still focus heavily on lower-order thinking, such as identifying specific
details or summarizing information, which may limit learners' overall development in
comprehension. Using the six levels of the revised Bloom’s Taxonomy—remembering,
understanding, applying, analyzing, evaluating, and creating—teachers can plan reading
activities that gradually build in cognitive complexity (Krathwohl, 2002). For example, at the
“remembering” level, learners might answer questions about names, dates, or locations
mentioned in a text. This ensures they have grasped the literal meaning, but it is only the first
step.
At the “understanding” stage, learners explain or paraphrase sections of the text,
demonstrating that they can comprehend it in their own words. This supports internalization
of vocabulary and grammar in context. “Applying” involves using information from a reading in
a new context—for instance, relating a character’s decision to a real-life situation or drawing
connections to personal experiences, making the reading more relatable and memorable (Zhou
& Brown, 2017). The next level, “analyzing,” allows students to examine a text's structure or
identify relationships such as cause and effect. A B2 student might compare different
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characters' motivations or interpret symbolism in literary passages. Tasks like these encourage
students to interact with the text on a deeper level. “Evaluating” tasks push learners to make
judgments based on textual evidence, such as debating whether a character’s actions were
justified or analyzing the credibility of the source. This is a critical skill in academic reading and
promotes independent thinking (Mehmood, Akhtar, & Hassan, 2022). Finally, “creating”
represents the highest cognitive level, where students use their understanding to produce
something new—like writing an alternative ending to a story or drafting a blog post from the
perspective of a character. These activities require learners to synthesize information, express
creativity, and apply multiple language skills simultaneously.
Using Bloom’s Taxonomy not only structures lessons to support learning progression but
also increases learner engagement. It provides a clear framework for teachers to design tasks
that challenge students at the appropriate level while allowing differentiation. In mixed-ability
classrooms, activities can be adapted to various stages of the taxonomy, offering support for
less confident learners and challenge for more advanced ones (Mehmood et al., 2022).
Additionally, assessments that incorporate multiple levels of Bloom’s Taxonomy give a fuller
picture of student competence. Instead of testing only surface-level understanding,
assessments can explore whether students can interpret, critique, and apply what they read in
meaningful ways. This alignment between instruction and assessment makes learning more
coherent and outcome-oriented (Zhou & Brown, 2017).
In conclusion, integrating Bloom’s Taxonomy into ESL reading instruction for B2 learners
offers a structured yet flexible approach that enhances comprehension. By encouraging
learners to operate across all cognitive levels, teachers can promote deeper interaction with
texts, foster critical thinking, and support more autonomous language use. Ultimately, this
approach empowers learners not just to read but to think through language.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001).
A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives
. Longman.
2.
Council of Europe. (2001).
Common European Framework of Reference for Languages:
Learning, teaching, assessment
. Cambridge University Press.
3.
Krathwohl, D. R. (2002). A revision of Bloom's Taxonomy: An overview.
Theory Into
Practice, 41
https://doi.org/10.1207/s15430421tip4104_2
4.
Zhou, M., & Brown, D. (2017).
Educational learning theories: 2nd edition
. Education Open
https://oer.galileo.usg.edu/education-textbooks/1
5.
Mehmood, T., Akhtar, Z., & Hassan, A. (2022). Bloom’s taxonomy as a framework for
developing reading comprehension skills in ESL classrooms.
Cogent Education, 9
(1), 2113176.
