The Implementation of Cognitive Domain Levels in Online EFL Classrooms

Ani Dyah ASTUTY; Siti Nurul ILMI HL

doi:10.31963/rial.v4i1.6234

Authors

Ani Dyah ASTUTY Politeknik Negeri Ujung Pandang, [Scopus ID:57216615586], [SINTA ID:6799375], INDONESIA https://orcid.org/0000-0002-5534-8472
Siti Nurul ILMI HL Institut Agama Islam Negeri Bone https://orcid.org/0000-0001-9524-6123

DOI:

https://doi.org/10.31963/rial.v4i1.6234

Keywords:

Bloom’s taxonomy, cognitive domain, online EFL classroom, lesson planning, higher-order thinking skills

Abstract

The transition to online learning, accelerated during the Covid-19 pandemic and sustained in post-pandemic educational context, brought new issues to the way cognitive demands were realized in EFL classrooms. This paper draws on evidence from six secondary school English teachers in a regionally situated higher education context, to examine how cognitive domain levels were planned and enacted in online instruction. Lesson plans, recorded teaching sessions, and semi-structured interviews were analyzed to find out the relationship between intended cognitive objectives and classroom practice, using Bloom’s Revised Taxonomy as an analytic reference. Across the cases, lesson plans reflected careful attention to the full range of cognitive levels. However, classroom activities tended to concentrate on remembering and understanding. Tasks that required students to apply knowledge, analyze ideas, or evaluate information appeared far less often. Although creative tasks, mainly individual writing assignments, were commonly assigned, these were rarely embedded within a sustained sequence of cognitive development. What teachers eventually did in class was strongly influenced by how comfortable they felt with digital tools, how reliable students’ internet access was, and how little interaction online sessions sometimes allowed. The findings suggest that online EFL tasks need to be workable in context while still supporting broader cognitive engagement. From an applied linguistics perspective, these findings contribute to understanding how cognitive objectives in EFL pedagogy are negotiated in online learning environments, with implications for task design and cognitive engagement in language instruction.

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