@article{article_1635882, title={Examining Instructors’ Awareness on the Implementation of Bloom’s Revised Taxonomy in Teaching Turkish as a Foreign/ Second Language}, journal={Aydın Tömer Dil Dergisi}, volume={10}, pages={253–293}, year={2025}, author={Kocaman Gürata, Eser and Akdemir, Mine and Durmuş, Mustafa}, keywords={Yabancı/İkinci dil olarak Türkçe, Bloom Taksonomisi, üst düzey düşünme becerileri, bilişsel becerileri ölçme ve değerlendirme, öğretici farkındalığı}, abstract={In foreign/second language teaching, the aim is to foster learners who question, critique and think creatively about what they learn while actively engaging in higher-order thinking processes such as evaluating and creating rather than those who simply memorize what they will speak. Questions and activities in language teaching should be designed to contribute to higher-order thinking processes with this objective in mind. Instructors are expected to be aware of various factors such as how and in what way the questions and activities are prepared, whether the outcomes meet higher-order cognitive skills, and which learning objectives are selected. In this context, this study aims at evaluating questions and activities prepared according to Bloom’s Revised Taxonomy in teaching Turkish as a foreign/second language in terms of instructor awareness. The study group consisted of 86 instructors aged between 23 and 60 working at Turkish Language Teaching Centers (TÖMER). The study employed a mixed-method model, incorporating both quantitative and qualitative features. The study data were obtained through a survey form and a semi-structured interview form. Content analysis was used to analyze the qualitative data obtained via closed-ended survey questions and the semi-structured interview form. The quantitative data gathered via closed-ended survey questions were analyzed using the SPSS program, and the results were presented in tables with percentages and frequencies. As a result, the study identified based on which cognitive level instructors prioritized to match verbs, questions and activities related to cognitive levels, which level they focused on and which level they disregarded. This study is significant in providing perspectives for instructors, curriculum developers, exam developers and test designers, experts of assessment and evaluation, and prospective instructors interested in the field.}, number={2}, publisher={İstanbul Aydın Üniversitesi}