From Theory to Practice: Mapping Bloom's Taxonomy on Wordwall Activity Types for Comprehensive English Learning

Abstract

Digital transformation in English education demands the integration of pedagogically robust technological tools. A recent study revealed a significant trend among educators, where 67% of teachers prefer to use platforms like Wordwall based on personal preference rather than deep cognitive considerations. This tendency leads to the dominance of lower-order thinking skills (LOTS) in learning English as a Foreign Language (EFL). This article responds to this urgent need by developing a systematic mapping framework that bridges the revised version of Bloom's Taxonomy with the diverse Wordwall activities through a conceptual analysis of more than 25 templates. Key findings show high adaptive potential, with 78% of templates being effectively modified to support higher-order thinking skills (HOTS), particularly at the Analyze, Evaluate, and Create levels. The instant feedback mechanism that is a hallmark of Wordwall has been empirically proven to improve students' self-monitoring skills. Furthermore, a case study of the implementation of this framework shows a 41% increase in students' metagrammatical awareness achieved through strategic modifications to Group Sort activities. In practical terms, the proposed mapping framework offers evidence-based instructional design guidance for EFL/ESL teachers to create coherent cognitive learning chains. Conceptually, this framework encourages a paradigm shift in the role of teachers from mere tool users to cognitive designers who are able to make maximum use of technology for deep pedagogical purposes.