KURS ISHI

INTRODUCTION According to recent data, the Ministry of Public Education in Uzbekistan reported that the number of students learning English as a foreign language exceeded 6.5 million in 2023, representing a 15% increase from 2020 [1]. Concurrently, the global English language learning market was valued at approximately $50 billion in 2023, projected to reach $80 billion by 2030, underscoring the universal demand for proficient English speakers and the competitive landscape for educational excellence [2]. In this context, the integration of advanced teaching methodologies is not merely beneficial but imperative for Uzbekistan to align its educational outcomes with international standards and prepare its workforce for a globalized economy, where English proficiency is a key determinant of professional success and economic competitiveness [3]. Despite the growing emphasis on English language education, a persistent challenge in Uzbekistan's educational system, as well as globally, remains the prevalent reliance on traditional teaching methods that often prioritize rote memorization over critical thinking and analytical skills. This often results in students demonstrating lower-order thinking skills (LOTS), such as remembering and understanding, while struggling with higher-order thinking skills (HOTS), including analysis, evaluation, and creation [4]. The absence of a systematically integrated framework for developing these advanced cognitive abilities hampers students' capacity to apply language effectively in complex real-world scenarios, thereby limiting their communicative competence and academic potential. Therefore, exploring and implementing pedagogical frameworks like Bloom's Taxonomy becomes crucial to address these gaps, ensuring that language learners are equipped not only with linguistic knowledge but also with the cognitive tools necessary for effective and nuanced communication [5]. The theoretical foundations and practical applications of Bloom's Taxonomy in education have been extensively explored by numerous international scholars. Benjamin Bloom himself, in his seminal work *Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain* (1956) [6], provided the foundational framework for classifying educational learning objectives into levels of complexity and specificity. Later, Lorin Anderson an ...