An evaluation of two ESP coursebooks using revised Bloom Taxonomy

Abstract

The choice of teaching materials and a coursebook that will be used in a language classroom is one of the crucial factors that may create significant differences in teaching and learning process. Hence, the teacher should pay thorough attention to determine the most appropriate teaching materials and coursebook for the particular classroom. This paper reports an analysis of two English for Specific Purposes (ESP) coursebooks in terms of language skills and subskills as a cognitive ability to choose the most appropriate coursebook between two for the specific teaching context. The criterion in the evaluation of the coursebooks will be based on four knowledge dimensions (factual, conceptual, procedural and meta-cognitive knowledge) which overlap the cognitive processes (remembering, understanding, applying, analysing, evaluating and creating) of the Revised Bloom Taxonomy. The evaluation will be quasi systematic; however, it will also be influenced by nonsystematic qualitative judgments made by the teacher. These are based on the knowledge and understanding of the teacher who knows the requirements of students in this course. The study would provide some implications based on the findings to teachers and/or material designers for effective teaching, material development and production.