Libyan Teachers’ Beliefs about Utilizing Bloom’s Taxonomy for Lesson Planning: A Case Study of English Language Teachers in Selected Secondary Schools in Albeida, Libya

Abstract

This study examined the role of Bloom’s Taxonomy in planning language instruction and investigated the extent to which Libyan educators implement its hierarchical levels in lesson design. It also explored the challenges teachers face, the cognitive levels most frequently emphasized, and whether teachers follow systematic planning approaches or rely on unsystematic methods. Data were collected using a questionnaire completed by 30 teachers and semi-structured interviews with 10 participants. Quantitative data were analyzed using the Friedman Test and One-Sample T-Test, while qualitative data were examined through deductive conceptual content analysis. The findings indicated a moderate level of integration of Bloom’s Taxonomy, with the "remembering" level being the most prevalent, followed by understanding, application, analysis, evaluation, and creation. Furthermore, the study highlighted teachers’ recognition of Bloom’s Taxonomy as a valuable framework in language education, their preference for structured lesson planning, and their concerns about the limitations of unplanned instructional practices.