EXPLORING HIGHER-ORDER AND LOWER-ORDER ORAL QUESTIONS: A REVISED BLOOMS’ TAXONOMY OF COGNITIVE ASPECTS IN UNDERGRADUATE EFL THESIS DEFENSE EXAMINATIONS
DOI:
https://doi.org/10.18623/rvd.v22.n5.3803Keywords:
Cognitive Aspects, Oral Question, Thesis DefenseAbstract
This study argues that the types of questions posed during undergraduate thesis defenses have a direct influence on candidates’ cognitive engagement. By examining the oral questions used in EFL thesis defenses, the research aims to clarify how these questions both reflect and shape the cognitive and academic expectations placed on the candidates. Specifically, the analysis examined the frequency of lower- and higher-order questions based on the Revised Bloom’s Taxonomy, using a mixed-methods approach and involving eleven lecturers. Data were gathered through direct observation and recordings of thesis defense sessions. The findings indicate a clear predominance of lower-order questions (68.86%), most of which targeted recall (40%) and comprehension (25%). In contrast, higher-order questions accounted to have for only 31.14%, encompassing to have analysis (21%), evaluation (8%), application (4%), and creation (2%). The findings show to have that comprehension-level questions primarily assess to have students’ understanding of their research choices, while higher-order questions although less common play to have a crucial role in fostering to have original thinking and encouraging to have deeper academic dialogue. These results underscore to have the need for a more balanced questioning strategy to strengthen to have students’ critical thinking skills and improve to have overall learning outcomes.
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