Innovation in Language Learning

In the rapidly evolving landscape of education, the integration of Artificial Intelligence (AI) has significantly transformed traditional pedagogical approaches. This paper revisits Bloom's Taxonomy, a foundational framework in educational theory, to explore the creation of new cognitive domains tailored to the needs of asynchronous learners in online environments. Asynchronous learning, particularly in the context of English as a Second Language (ESL) education, presents unique challenges and opportunities that require a reimagining of cognitive skill development. The study proposes the introduction of novel cognitive domains, such as prompting, recognizing, analyzing, reflecting, adapting and innovating in AI-enhanced educational settings. By expanding Bloom’s Taxonomy, this research aims to provide a more comprehensive framework that better aligns with the demands of modern, technology-driven learning environments. The paper also examines how these new domains can support the development of critical thinking, creativity, and problem-solving skills in asynchronous ESL learners, fostering a more adaptive and personalized learning experience. Through an examination of recent published paper on AI and Bloom’s taxonomy, we will introduce the new cognitive domains that suit the age of AI in Online learning environments.