The use of Bloom´s Taxonomy on students´ listening skills improvement

Abstract

This research project aims to analyze how the activities based on Bloom's Taxonomy influence on the students´ listening skill improvement at level A1. To establish the relationship between these variables, it was necessary to conduct an investigation by reading several books, articles and journals in relation to each variable. In addition, a survey was applied, which was previously valid, with 10 questions to 12 English teachers and 153 students of A1 level in the Language Center. This survey allowed obtaining a perspective of how these two variables are taken into consideration and applied in the English classes of the Technical University of Ambato. Once the results were analyzed and tabulated, the established hypothesis was verified by the Chi-square. These results showed that the use of a process in activities to achieve oral comprehension does influence the improvement of listening skills in A1 students. The results obtained also led to several conclusions and recommendations. One of the most important conclusions was that most students consider that listening helps in the process of learning and communication, but unfortunately teachers do not seem to use several techniques that improve this skill in the classroom. Therefore, it was seen that students could not understand aspects such as: the main idea, details, they could not either summarize nor give their opinion about the topic heard. The recommendation for this conclusion was to design a handbook that includes activities based on the learning level presented by Bloom which are guided from the simplest to the most complex so that it optimize the oral comprehension level in English.