ANALYSIS OF TASKS BASED ON THE LISTENING COMPREHENSION AND SPEAKING CONTENT LINE ACCORDING TO THE REVISED BLOOM’S TAXONOMY

Textbooks, as one of the main resources in the educational process, along with the questions and tasks they contain, play a crucial role in the development of students’ knowledge and skills. The design of these questions and tasks requires a specific hierarchical structure. Consequently, it is essential to align textbook development with the subject curriculum and its associated taxonomy. Listening comprehension and speaking are foundational language skills; therefore, special attention should be paid to their proper development. This article examines the classification and analysis of tasks presented under the “Listening Comprehension and Speaking” content line in the Grade 10 Azerbaijani Language (Instructional Language) textbook, according to the revised Bloom’s Taxonomy. During the study, the tasks were categorized according to the two dimensions of the taxonomy: the Knowledge Dimension and the Cognitive Process Dimension. In total, 194 questions and tasks related to this content line—including numbered and unnumbered items, those embedded within or following the text, and those directly related to or independent of the text—were examined. These were analyzed and distributed across specific levels of the taxonomy, and the corresponding percentages, quantitative data, and resulting conclusions were presented. The main objective of the study is to classify the tasks included in the textbook according to cognitive levels and to evaluate their potential to develop students’ critical and creative thinking skills.