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Bloom´s taxonomy usage on learners´ listening skills

enhancement

Uso de la taxonomía de Bloom en la mejora de las habilidades de escucha de los

estudiantes

Alexandra del Rocío Saquinga Yanchapanta. 1, Mónica Narciza Orbea Peñafiel.2, & Gabriela del
Rocío Armijos Ango.3

Recibido: 10-12-2019 / Revisado: 26-12-2019 /Aceptado: 14-01-2020/ Publicado: 07-02-2019

Abstract. DOI: https://doi.org/10.33262/concienciadigital.v3i1.1.1152

The purpose of this paper was to present the results obtained during a study conducted at the
Technical University of Ambato, in which some data gathered was the base to analyze students’
listening skills improvement at A1 level using different activities founded on Bloom's Taxonomy.
In order to establish the relationship between the variables a survey was applied to 153 students of
A1 level at the language Center. The survey results were considered to apply different activities in
an experimental group which was chosen randomly. These activities were focused on several
listening tasks based on the learning level of Blooms’ taxonomy. Furthermore, every activity
developed in the classroom was conducted from the most uncomplicated to the most complex
activity so that students could improve their listening comprehension. Once the data was
interpreted and tabulated, the established hypothesis was corroborated through the application of
the Chi-square formula, which demonstrated the improvement in the listening comprehension
using Bloom’s taxonomy. Finally, several conclusions were formulated considering the most
important students’ opinions. This fact showed the students’ awareness in their listening skill
improvement. Moreover, the development of the activities allowed them to be able to see the
benefits in the process of learning and communication in English. Therefore, they were conscious
about the difficulty in the comprehension of different aspects such as: distinguish the main idea,
details, summarize information or give their opinion about the topic listened.

Keywords: Listening skills, Bloom’s Taxonomy, comprehension, improvement.

1
Universidad Técnica de Ambato, Centro de Idiomas. Ambato, Ecuador. [email protected]
2
Universidad Técnica de Ambato, Centro de Idiomas. Ambato, Ecuador. [email protected]
3
Universidad Técnica de Ambato, Centro de Idiomas. Ambato, Ecuador. [email protected]

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Resumen.

El propósito de este artículo fue presentar los resultados obtenidos durante un estudio llevado a
cabo en la Universidad Técnica de Ambato, en la cual la información recolectada fue la base para
analizar la mejora de las habilidades auditivas de los estudiantes en el nivel A1 utilizando
diferentes actividades basadas en la taxonomía de Bloom. Para establecer la relación entre las
variables, se aplicó una encuesta a 153 estudiantes de nivel A1 en el Centro de idiomas. Los
resultados de la encuesta se tuvieron en cuenta para aplicar diferentes actividades en un grupo
experimental que se eligió al azar. Estas actividades se centraron en varias tareas de escucha
basadas en el nivel de aprendizaje de la taxonomía de Bloom. Además, cada actividad desarrollada
en el aula se realizó desde la actividad más sencilla hasta la más compleja para que los estudiantes
pudieran mejorar su comprensión auditiva. Una vez que los datos fueron interpretados y tabulados
se corroboró la hipótesis establecida por medio de la fórmula del Chi-cuadrado, la misma que
demostró la mejora en la comprensión auditiva utilizando la taxonomía de Bloom. Finalmente, se
formularon varias conclusiones considerando la opinión de los estudiantes como la más
importante. Este hecho mostró la conciencia de los estudiantes en la mejora de sus habilidades
auditivas. Además, el desarrollo de estas actividades les permitió ver los beneficios en el proceso
de aprendizaje y comunicación en inglés. Por lo tanto, eran conscientes de la dificultad en la
comprensión de diferentes aspectos tales como: distinguir la idea principal, detalles, resumir
información o dar su opinión sobre el tema escuchado.

Palabras claves: Destreza de escucha, Taxonomía de Bloom, comprensión, mejoramiento.

Introducción.

A language is a vital source for human interaction because it enables us to communicate feelings
and thoughts. People study English for different objectives, and something that is a challenge for
them is when they try to understand what they are listening to since they are not familiar with the
language (Sanchez, 1982). This problem comes out because students are only exposed to
understand isolated words in this language. One of the reasons for this problem are teachers’
strategies and activities because they are not appropriate, and they bring about confusion and
difficulties on students (S¸evik, 2012).
According to Buck (2001) one of the most difficult skill to be developed is listening. During a lot
of years, improving this skill has been an arduous work as well as teachers and students. The
absence of controlling and supervising this specific skill might be a factor to reflect on as first step.
It is for this reason that using different techniques and methods in the classroom is relevant since
they help to ease the learning process.
Ecuadorian students have difficulties in this receptive skill since most of the teachers focus on
explaining grammar and vocabulary. Consequently, students do not develop activities to be active
listeners.

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In 2016, the Ministry of Education in Ecuador worked in a new curriculum for schools, high
schools and higher educational institutes because Ecuadorian education needs a progression to
reach educational objectives. Even though, academic and personal benefits this syllabus
represents, teachers do not seem to use original and active techniques to stimulate students to
develop their listening This situation is more evident in lower levels where students do not have
an acceptable oral comprehension and as a result, they cannot manage a fluent conversation. Thus,
conventional teaching methods are developed, and students are exposed in minimal time to unreal
and repetitive conversations (Harmer, 2001).
The tasks employed in the class should enable students to transform the information received in
an uncomplicated way and they must be separated from simple to complex ones. Bloom (1971)
initiated his work in 1956 and his taxonomy was spread worldwide. In this manner, educators and
pupils could use a range of stages and reach objectives gradually. Considering to these stages’
educators can advance from knowledge to evaluation questions. However, in several educational
institutions, students do not show enough exposure to these activities and have complications when
they must use the listening skill.
Therefore, it is vital to recognize this technique has already been used for several years in a
subconscious but not in an appropriate way. Harmer (2007) affirmed that students are adapted to
listen and repeat, they do not have the ability to generate opinions or points of view about what
they listen. This is the result of inadequate teachers’ techniques. To improve this fact, educators
and learners must work together to develop the cognitive processes. This way, students will have
a better oral comprehension in the interaction with their interlocutors.
The relationship between the employment of Bloom’s Taxonomy and listening skills development
in English learners was established by the analysis of the main variables, considering that listening
is one of the most complex skill. In this respect Lindsay (2000), mentioned that it is difficult that
someone can communicate with others whithout decoding the message. Also, the academic
compared receptive skills and stated that speaking is controlled in some ways but it is impossible
to control people’s ideas because it will depend of many considerations such as: community
situation, substance and intention.
To expand our comprehension about how a language works on different learning levels an
extensive analysis was carried in the context of the study. In this sense, Bucks (2001), mentioned
that listen to and understand an idea just the once in real time required higher intensity to provide
an immediate response, which requires a lot of practice including decoding activities. On the other
hand, answers exemplifies the association between transmitter and receiver, which indicates that
audience member was able to comprehend the message.
Bloom’s Taxonomy encourages the application of scaffolding activities that promotes the use of
different understanding levels. Scaffolding interactive activities present a direct impact on
learners’ outlying skills development (Housten, 2010). This aspect was supported by Glark (2015),
who added that teachers can apply associated activities in numerous methods to mesure learners’
listening comprehension.
The feasibility of this study was imposed by participants’ predispostition to know and use new
tools, approaches and procedures utilized around the world. A handbook was created previously

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in the first phase of the study which contributed to engage students in the learning process. The
activities in the handbok included simple conversations related to students’ English level and also
some stages in which learners must exchange thoughts, experiences and ideas about distinct topics.
Students and teachers were considered the straight beneficiaries. Teachers could increase their
familiarity about Bloom’s Taxonomy and learners were in contact with this procedure through
various listening tasks. Moreover, students associated their prior knowledge with understanding
about separate subjects. They were able to recognize the central concepts to provide their own
point of view using distinct levels of criteria.
Methodology.

The qualitative and quantitative approaches were applied during the study. The positive aspects
about the combination of these methods was supported by Hernández (2010), who stated the
importance to combine the data gathered and the direct observation of the issue to establish a clear
idea about the participants’ vulnerabilities.
Crabtree and Miller (1992), stated that qualitative method is focused on real contexts, where the
problem takes place, trying to find important evidence about the condition. The approach did not
allow to make fake assumptions about the study, and it helped us to explore and understand the
situation into the institution.
On the other hand, quantitative process permitted gathering enough information to support the
results. In this sense Sukamolson (2007), mentioned that quantitative method facilitates the
illustration of the data collected in the statistical processes. The graphs helped to make conclusions
and verify the hypothesis established in the study.

Basic Research Modality

Bibliographic Documentary Research
Several books, academics’ opinions and other resources related to the topic were analyzed through
the application of this modality during the research. Reed and Baxter (2006), declared the
relevance of this method, due to fact that it permits considering different bibliographic files
contemplating diverse points of view.

Observational
During the study there was direct contact with the learners and context where the issue took place.
Foster (1996), declared that this modality analyzes the environment and facilitate the collection of
real information related to the topic of the research, and allows keeping a control of participants’
progress.

Level of Research
Exploratory

Cooley (1978), stated this level of research is adapted to the context because it is flexible and
contributes with some possible solutions through different foundations. For the study, it was

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essential to explore and familiarize with the causes of the problem. It also provides diverse
perspectives, which could be valuable for the teaching learning process.

Descriptive
Descriptive method defines the main features about the problem, and it influences on both
variables in real time (Lambert ,2012). Considering that there was enough data collected was
possible to know all the evidences involved in the study.

Data Collection Plan

The study was carried out at the Technical University of Ambato. 153 students and 12 English
teachers from A1 level participated in different stages during the study. The participants were
chosen randomly from different groups.
Teachers and students’ surveys were validated by the Academic Coordinator of the Languages
Center. The questions were related to the objectives and the two variables established at the
beginning of the study, considering some suggestions given by Nathan (2011), who mentioned
that the effectiveness of the interviews must relate to the purpose of the study.
The people in charge of the study were present during the application of the surveys to explain and
clarify any doubt about the questionnaire. The teachers and students’ instruments were applied
online, this helped to process the information immediately. Passmore, Dobbie, Parchman &
Tysinger (2002), mentioned that online resources facilitate the analysis of extensive data avoiding
excessive time consuming.
Process and Analysis Plan
The data gathered during the study, including the surveys online results, were analyzed to diagnose
the feasibility to apply the Bloom’s Taxonomy in some experimental listening activities
Dalton and Smith (2006), suggested that experimental classes are easier to apply if the activities
have been designed before. Some academics considers than handbooks are an excellent tool to be
used during a study.
Table 1. Students’ survey results. Question 1: Listening comprehension for gist and details.
Answer Frequency Percentage
Always 34 22%
Almost
50 33%
always
Sometimes 62 41%
Almost
5 3%
never
Never 2 1%
Total 153 100%

Source: Compiled by authors based on Saquinga (2018).

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Figure 1. Students’ survey results plotted. Question 1: Listening comprehension for gist and details.

Listening comprehension for gist and details

45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Always Almost Sometimes Almost Never
always never

Source: Compiled by authors based on Saquinga (2018).

The results showed that only 22% of the participants declared that always understand the main
idea and details of the audios content applied during the class. Also, the outcomes proved that most
of the participants sometimes present difficulties to listen to for gist and details.

Table 2. Teachers’ survey results. Question 1: Students demonstrate listening comprehension for gist and
details.

Answer Frequency Percentage

Always 0 0%
Almost
2 17%
always
Sometimes 8 66%
Almost
2 17%
never
Never 0 0%
Total 12 100%

Source: Compiled by authors based on Saquinga (2018).

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Figure 2. Students’ survey results plotted. Question 1: Students demonstrate listening comprehension for
gist and details.

Students demonstrate listening comprehension for

gist and details
70%
60%
50%
40%
30%
20%
10%
0%
Always Almost Sometimes Almost Never
always never

Source: Compiled by authors based on Saquinga (2018).

The results obtained on teachers’ survey affirmed that most of the learners sometimes recognize
the principal idea and specific details about the content of the audios applied in classes.

Table 3. Students’ survey results. Question 4: Use of a process to develop listening comprehension.

Answer Frequency Percentage

Always 29 19%
Almost
50 33%
always
Sometimes 69 45%
Almost
3 2%
never
Never 2 1%
Total 153 100%

Source: Compiled by authors based on Saquinga (2018).

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Figure 3. Students’ survey results plotted. Question 4: Use of a process to develop listening comprehension.

Use of a process to develop listening comprehension

50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Always Almost Sometimes Almost Never
always never

Source: Compiled by authors based on Saquinga (2018).

The 19% of the participants affirmed that their teachers always apply traditional activities, which
guide them from easier to more complicated skills stages to enhance listening comprehension.
In consequence, learners are not exposed to gradual process when they are working on listening
activities. The visible results established that listening activities applied do not provide
opportunities to improve listening performance from first levels.
Table 4. Teachers’ survey results. Question 3: Use of higher thinking skills in listening comprehension.

Answer Frequency Percentage

Always 0 0%
Almost
0 0%
always
Sometimes 6 50%
Almost
5 42%
never
Never 1 8%
Total 12 100%

Source: Compiled by authors based on Saquinga (2018).

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Figure 4. Teachers’ survey results plotted. Question 3: Use of higher thinking skills in listening
comprehension.

Use of higher thinking skills in listening comprehension

60%

50%

40%

30%

20%

10%

0%
Always Almost Sometimes Almost Never
always never

Source: Compiled by authors based on Saquinga (2018).

The results obtained show that 50% of the teachers stated that their students sometimes summarize
the main idea in a listening activity and contrast it by presenting their point of view. Nevertheless,
there are other teachers who acknowledge that their students are not able to use higher thinking
skills. They assume their audio comprehension activities used in class do not contribute on the
development of the students´ listening comprehension.
All the data gathered allowed to design and apply new listening exercises based on Bloom’s
Taxonomy and subsequently the verification of the hypothesis previously stated.

Results.

Hypothesis verification

To determine whether the Bloom´s Taxonomy activities improved the students’ listening skills,
teachers and students were surveyed through some questions, which have a Likert scale (always,
almost always, sometimes, almost never, never). In order to verify the hypothesis, the Chi-square
was carried out.

Chi-square (X2) involved the data gathered through the survey to test the significance of the study
and contrast of the relationship between the variables in the Chi-square distribution table.

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Contingency tables
Table 5. Observed frequencies O students’ survey.

Dependent variable: Listening Skills

TOTAL
Always

Almost

Almost
Someti
always

someti

Never
mes

mes
Always 3 4 15 8 0 30
Independent variable:
Bloom´s Taxonomy

Almost always 6 12 36 1 1 56

Sometimes 10 26 33 3 1 73

Almost never 2 2 0 0 0 4

Never 0 1 1 0 0 2

TOTAL 21 45 85 12 2 165

Source: Compiled by the authors based on Saquinga (2018).

Table 6. Expected frequencies students’ survey.

Dependent variable: Listening Skills

TOTAL
Sometim

sometim
Always

Almost

Almost
always

Never
es

es

Always 3.82 8.18 15.45 2.18 0.36 30

Independent variable:
Bloom´s Taxonomy

Almost always 7.13 15.27 28.85 4.07 0.68 56

Sometimes 9.29 19.91 37.61 5.31 0.88 73

Almost 0.51 1.09 2.06 0.29 0.05 4

never
Never 0.25 0.55 1.03 0.15 0.02 2

TOTAL 21 45 85 12 2 165

Source: Compiled by the authors based on Saquinga (2018).

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Table 7. Chi-square calculation students’ survey.

Taxo variable

variable
Depend
Bloo Indepe

Observed O
m´s ndent

Expected E
ent

(O-E) 2/E
:

(O-E) 2
O–E
nomy

Skills
Liste
ning
Always 3 3.82 -0.82 0.67 0.18
Almost always 4 8.18 -4.18 17.49 2.14
Always

Sometimes 15 15.45 -0.45 0.21 0.01

Almost never 8 2.18 5.82 33.85 15.52
Never 0 0.36 -0.36 0.13 0.36
Almost always

Always 6 7.13 -1.13 1.27 0.18

Almost always 12 15.27 -3.27 10.71 0.70
Sometimes 36 28.85 7.15 51.14 1.77
Almost never 1 4.07 -3.07 9.44 2.32
Never 1 0.68 0.32 0.10 0.15
Always 10 9.29 0.71 0.50 0.05
Sometimes

Almost always 26 19.91 6.09 37.10 1.86

Sometimes 33 37.61 -4.61 21.22 0.56
Almost never 3 5.31 -2.31 5.33 1.00
Never 1 0.88 0.12 0.01 0.01
Always 2 0.51 1.49 2.22 4.37
sometimes

Almost always 2 1.09 0.91 0.83 0.76

Almost

Sometimes 0 2.06 -2.06 4.25 2.06

Almost never 0 0.29 -0.29 0.08 0.29
Never 0 0.05 -0.05 0.00 0.05
Always 0 0.25 -0.25 0.06 0.25
Almost always 1 0.55 0.45 0.21 0.38
Never

Sometimes 1 1.03 -0.03 0.00 0.00

Almost never 0 0.15 -0.15 0.02 0.15
Never 0 0.02 -0.02 0.00 0.02
X =Σ (O-E) /E
2 2
35.1563

Source: Compiled by the authors based on Saquinga (2018).

The values for listening skills and Bloom´s Taxonomy were calculated and contrasted, as it is
showed in the following graph:

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Figure 5. Chi-square distribution students’ survey.

Source: Compiled by the authors based on Saquinga (2018).

It can be seen in the results that the null hypothesis H0 of the work done was rejected, and
accordingly the alternative hypothesis was accepted H1: “Bloom´s Taxonomy has a great
contribution in the development of students´ listening comprehension”.
Discussion.

The present study confirmed the benefits about Bloom’s Taxonomy application in listening. This
delivered significantly better results due to the fact, students were faced to different activities that
range from the simplest to the most complex according to their English level, in an orderly manner
while increasing other cognitive skills.
The results lead to similar conclusions established in Bhargav, H. S., Akalwadi, G., & Pujari, N.
V. (2016) research about application of Bloom’s Taxonomy in day-to-day examinations, which
identified and analyzed the accuracy of some educational techniques and their relation on learner’s
progress.
The findings demonstrate the students’ improvement in different areas and skills. However, even
better results were achieved, they were not as expected at the beginning of the study. An apparent
limitation in the numbers of practical classes was one of the possible explanations for the results.
To increase the percentage in students’ listening skills improvement will be necessary to apply
more activities applying Bloom’s Taxonomy and extend the time consuming per class.

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Conclusions.

After finishing the analysis of all the data collected, it was possible to remark the following
conclusions:

• Most English teachers, who were surveyed, considered graded activities in the classroom
provide a scaffolding process and help to increase the listening comprehension on students.
Therefore, many students have not had the opportunity to experience these techniques
which results weaknesses at the time of working on listening activities.

• A great number of students exposed to listening activities are not able to reach the higher
thinking skills due to the lack of enough varied techniques to guide them and make audio
comprehension activities enjoyable for students.

• The different stages of the Boom´s Taxonomy were not completely familiar among
teachers and students who participated in the study. Students seemed not to be interested
or motivated about using English because of the difficulty it represented to understand an
audio.
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Saquinga Yanchapanta, A. del R., Orbea Peñafiel, M. N., & Armijos Ango, G. del R. (2020). Uso de la
taxonomía de Bloom en la mejora de las habilidades de escucha de los estudiantes. ConcienciaDigital,
3(1.1), 334-350. https://doi.org/10.33262/concienciadigital.v3i1.1.1152

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