FROM BLOOM'S TAXONOMY TO DIGITAL TAXONOMY: REIMAGINING LESSON PLANNING IN ENGLISH LANGUAGE TEACHING METHODOLOGY

The intersection of cognitive taxonomy and digital pedagogy constitutes a critically underexplored domain within English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL). This article examines the theoretical evolution from Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001) to Churches' Digital Taxonomy (2009) and its substantive implications for lesson planning in contemporary English language classrooms. Drawing upon foundational frameworks in applied linguistics, instructional design, and digital pedagogy, the article argues that the integration of hierarchical cognitive models with technology-enhanced language learning environments necessitates a systematic reconceptualisation of instructional objectives, task design, and formative assessment. Findings indicate that teachers who consciously align digital tools with taxonomic levels demonstrate measurably greater coherence in lesson design, higher learner engagement, and more robust outcomes in higher-order thinking. Implications for pre-service and in-service ELT practitioners are discussed with reference to the TESOL Standards Framework and competency-based teacher education.