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@article{190611,
        author = {Dr. Parthiban G},
        title = {Digital Use of Bloom’s Taxonomy in English Language Teaching: A Study of Pre-Service Teachers},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {8},
        pages = {6672-6677},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=190611},
        abstract = {Digital pedagogy has transformed teacher education globally, especially in English language classrooms, where interactive technologies and online learning platforms are increasingly integrated. Bloom’s Taxonomy, a hierarchical model of cognitive objectives, is widely recognized for guiding lesson planning, promoting critical thinking, and structuring assessments. Despite its theoretical importance, limited empirical research exists on the practical digital use of Bloom’s Taxonomy by pre-service teachers. This study investigates the awareness and application of Bloom’s Taxonomy in digital English teaching among pre-service teachers and examines the influence of five background variables: gender, institution location (rural/urban), year of study, type of college (government/private), and prior digital pedagogy exposure. A descriptive-survey method was employed with a sample of 120 pre-service teachers selected via simple random sampling. Data were collected using a validated structured questionnaire comprising 10 items across awareness and application subscales and analyzed using descriptive statistics (Mean, SD), t-tests, ANOVA, and Pearson’s correlation. Findings reveal that pre-service teachers exhibit a moderate level of digital application of Bloom’s Taxonomy, with significant differences observed across gender, institution location, year of study, and prior exposure to digital pedagogy. Awareness and digital application show a strong positive correlation. The study underscores the need for systematic integration of Bloom’s Taxonomy within digital pedagogy training, equitable access to technology, and continuous professional development for pre-service teachers. Implications for curriculum design, teacher training, and policy formulation are discussed, highlighting strategies to enhance higher-order thinking skills in digital English classrooms.},
        keywords = {Bloom’s Taxonomy, Digital Pedagogy, English Language Teaching, Pre-Service Teachers, Teacher Education},
        month = {January},
        }