The main purpose of the current study was to examine the effect of storytelling on EFL learners' critical thinking skills based on Bloom’s revised taxonomy. To do so, in this study two classes of intermediate learners were used as the participants, an experimental design was used to answer the research question of the study. The participants were selected from the male and female students of International English institute in Khorramabad. The total number of students was 93 in the beginning. To have a group of homogeneous participants, first of all, they took an Oxford Quick Placement Test (OQPT) to specify their homogeneity. Next, Calculating the mean and standard deviation of the scores, 40 intermediate level students were selected as the participants in this study. To fulfill the aims of this study, three instruments were used: OQPT, California Critical Thinking Skills Test, and storytelling tasks through Bloom’s revised taxonomy. SPSS (Version 23) was used to analyze data, to compare the two groups, and to test out the research hypothesis. After ensuring the normality of the data through the Shapiro-wilk test, an independent t-test was used to compare the two groups. The results revealed that students instructed by storytelling based on Bloom’s revised taxonomy outperformed the other group
