This study explores the use of Bloom's Taxonomy as a teaching model for fostering critical thinking in EFL classes. The results show that when Bloom's Taxonomy is intentionally included in the curriculum design, assessment methods, and classroom activities, the students' ability to think critically, unify ideas, and create language outputs is significantly increased.

Bloom's Taxonomy, critical thinking, EFL instruction, cognitive development, higher-order thinking skills, language pedagogy

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