In the current landscape of global education, the integration of artificial intelligence (AI) in language instruction demands a re-evaluation of traditional pedagogical frameworks. This study investigates the relevance and adaptation of Bloom’s Taxonomy within modern English as a Second Language (ESL) classrooms, particularly for adolescent learners in the AI-driven era. Through a needs-based analysis, the research explores how cognitive learning objectives align with contemporary teaching practices, learner preferences, and AI-enhanced tools. The findings highlight the necessity to recalibrate Bloom’s hierarchical model to suit the cognitive, emotional, and technological needs of adolescent ESL learners, advocating for a hybrid model that supports both critical thinking and AI-mediated learning.
| Mualliflar | Ваттапарамбил , Мухаммед Садык Али |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-05-02 |
| Jild | 4 |
| Son | 1 |
| Betlar | 1013-1016 |
| Til | Ingliz |
инструменты, усиленные ИИ, когнитивное обучение, метакогнитивные домены, гибридные модели, цели высшего порядка, вдумчивая педагогика., AI-enhanced tools, cognitive learning, metacognitive domains, hybrid models, higher-order objectives, thoughtful pedagogy.
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