The Relationship between Vocabulary Knowledge and EFL Learners’ Reading Comprehension Performance Targeting Higher Levels of Bloom’s Cognitive Domain

Elham Jafaripour, Abdolreza Qavami, Hanieh Sepahvand


The intention of the current study was to investigate the relationship between vocabulary knowledge and EFL learners’ reading comprehension performance demanding the higher levels of Bloom’s cognitive domain. To achieve its ultimate objective, 3o undergraduate students majoring in English literature at Lorestan University, Khorramabad, Iran participated in this study in 2017. Along with Vocabulary Level Test, they were given a researcher-made reading comprehension test, included three passages, compiled and constructed based on the three higher levels of Bloom’s cognitive domain, namely, analysis, synthesis, and evaluation levels. The result of Pearson correlation revealed that there is no relationship between vocabulary knowledge and EFL learners’ reading comprehension performance in texts gauging the analysis, synthesis, evaluation behaviors of Bloom’s cognitive taxonomy.


Vocabulary knowledge, Reading, Bloom’s Cognitive Domain

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