Beyond the Module: Student Perspectives on Bloom's Taxonomy in a Longitudinal Higher Vocational English Language Course

This study investigated higher vocational college students' perceptions of their learning experience and perceived ability development within a 16-week English course designed using Bloom's Taxonomy. Employing a mixed-methods approach, data were collected from 38 students via a questionnaire comprising Likert-scale items on learning experience and perceived competence, alongside open-ended questions. Quantitative analysis revealed strong positive perceptions of the Bloom's Taxonomy-informed learning experience and high self-reported development of various competencies, with a two-factor structure identifying 'Perceived Competence' and 'Learning Activities Aligned with Bloom's Taxonomy' as distinct, yet strongly correlated, constructs. Qualitative thematic analysis further indicated that students highly valued oral communication activities, reporting significant improvements in speaking, critical thinking, analytical skills, and creative expression. While generally satisfied, students expressed a desire for increased practical application and real-world English communication opportunities. The findings suggest that integrating Bloom's Taxonomy in higher vocational English education effectively fosters perceived higher-order thinking skills and offers valuable insights for curriculum enhancement to better prepare students for professional communication demands.