ENHANCING THE PRACTICAL LEARNING OF ENGLISH: APPLYING BLOOM'S TAXONOMY TO THE ESP CURRICULUM FOR STUDENTS OF HIGHER EDUCATION INSTITUTIONS

Introduction. In light of the growing importance of international relations and IT careers, it is imperative that university students possess proficiency in at least one foreign language. Notwithstanding the evident necessity of language proficiency in this field, efficacious methodologies for the design of practical foreign language curricula for IT students remain underdeveloped. The objective of this study is to examine the potential benefits of applying Bloom's taxonomy to improve the effectiveness of planning practical English for Specific Purposes (ESP) classes for Information Technology (IT) students in higher education. The aim is to enhance students' capacity for higher-order thinking skills. A comprehensive analysis of contemporary research on lesson planning methodologies revealed a number of advantages, including the ability of the educator to maximise the use of class time, to increase students' motivation and involvement in the learning process, to stimulate interest, to encourage critical thinking and analysis, and so forth. Methodology. In the course of this research, methods of a mixed type were employed, combining qualitative and quantitative approaches. This was done in accordance with the theoretical experience of well-known scientists in the field of pedagogy. The following instruments were employed: project work (either individual or group), observation of the learning process, and analysis of learning outcomes. Results. Bloom's taxonomy provides a structured methodology for the formulation of transparent learning objectives, thereby ensuring that students are able to comprehend the anticipated outcomes. By incorporating a variety of cognitive levels, educators can design engaging activities that accommodate diverse learning styles. Furthermore, aligning questioning and feedback with the aforementioned taxonomy levels provides students with explicit guidance on their progress in mastering specific skills and knowledge. Conclusion. This study demonstrates how Bloom's taxonomy can be used to create engaging and effective ESP lessons tailored to the needs of IT students. By effectively integrating Bloom's taxonomy into lesson planning, ESP educators can empower IT students to become proficient language users and critical thinkers. A student-centred approach to teaching that takes into account the individual characteristics of IT students has proven to be effective.