Multiple Intelligences in EFL

As was the case with many newly independent African nations, Somalia was beset by a language problem whose complexity had begun well before independence and the unification of British Somaliland and Italian Somaliland in 1960. With three languages (English, Arabic, and Italian) used as media of communication in government offices and in schools, various Somali administrations struggled to contain the impasse but found no tangible solution. Barely three years after Mohamed Siad Barre seized power in October 1969, he had his military regime introduce the Somali orthography in the Latin alphabet. Based on this milestone, Siad Barre's military rule is highly commended for taking a remarkable step forward in what came to be known as the Somalization project. However, officials of the government and Somali scholarship failed to

This research paper is written for instructors who have been teaching for mixed intelligence classes. Solution for those problems is a guidebook for instructors. This guidebook includes effective approaches and different tasks for most dominant combination of intelligence of learners. These strategies were selected and combined as result of students’ and instructors’ interview analysis. Usage of these strategies by learners will be helpful in better and quicker acquisition of language, and by instructors to have active and progressive students in their turn.

Summary of the Study
Introduction
It has become very important to address more students in the teaching-learning situation. This involves using Multiple Intelligences-based approaches, strategies, and methods to involve all the students in the educational process.

Problem of the Study
After interviewing first year English majors and many teachers and inspectors of English language, it became evident to the researcher that first year English majors experience problems in their oral communication skills. These problems were reflected in their poor oral performance and their inability to use the English language to achieve real communicative purposes.

Statement of the Problem
Therefore, the problem of the present study was represented in the following main question: “What is the effect of using a Multiple Intelligences-Based Training Programme on developing first-year English majors’ oral communication skills in English?”

Objectives of the Study
The main objective of the current study was to investigate the effect of using an MI-Based Training Programme on developing some of the first-year English Department students’ oral communication skills in English.

Out of this general objective, some minor objectives were identified. These are:
1-Identifying the oral communication skills that first-year English majors need to develop so as to use English in real-life social contexts to fulfill real communication and functions or purposes.

2-Designing an MI-Based Training Programme that may help first-year English majors develop some oral communication skills.

3-Introducing Multiple Intelligences-Based Instruction as a teaching approach in the field of Teaching English as a Foreign Language (TEFL) in general, and using it in developing some of the students’ oral communication skills in particular.

4-Evaluating the feasibility and the effect of using an MI-Based Training Programme on developing students’ oral communication skills in English.

Hypotheses of the Study
The following hypotheses were tested:
1-There would be statistically significant differences between means of scores of the research group in each of the pre and the post administration of the whole oral communication test in favour of the post-administration.
2-There would be statistically significant differences between means of scores of the research group in each of the pre and the post administration of the section one (Giving Oral Presentations) in favour of  the post-administration.

3-There would be statistically significant differences between means of scores of the research group in each of the pre and the post administration of section two (Expressing Sympathy) in favour of the post-administration.

4-There would be statistically significant differences between means of scores of the research group in each of the pre and the post administration of section three (Talking about Likes and Dislikes) in favour of the post-administration.

5-There would be statistically significant differences between means of scores of the research group in each of the pre and the post administration of section four (Expressing Opinion and Agreeing or Disagreeing with an Opinion)  in favour of the post-administration.

6-There would be statistically significant differences between means of scores of the research group in each of the pre and the post administration of section five (Making Requests and Responding to Requests Made) in favour of the post-administration.

Group of the Study
The sample under investigation consisted of (30) first-year English majors at the Faculty of Education, Assiut University, where the researcher works. They were chosen according to their willingness to participate in the study.

Research Tools
1-A Pre-Post Oral Communication Test     
                                              (Prepared by the researcher).
2-A Multiple Intelligences (MI)-Based Training Programme                                                               
                                              (Prepared by the researcher).
Procedures of the Study
The following procedures were followed in conducting the present study:
1-Reviewing literature related to Multiple Intelligences Theory and Oral Communication.
2-Writing the theoretical background of the study which included chapters one, two, and three.
3-Identifying some of the oral communication skills that first-year English majors need to develop, and coming out with a list of 20 skills.
4-Displaying the list over a panel of jury members, making the necessary modifications in the light of their comments, and then identifying the five oral skills of the highest frequency.
5-Suggesting a frame of the programme, displaying it over a panel of jury members, and making the necessary modifications.
6-Suggesting the MI-based training programme and displaying it over a panel of jury members and making the necessary modifications.
7-Suggesting a pre-post oral communication test and displaying it over a panel of jury members and making the necessary modifications.
8-Piloting the test and the programme and making the necessary modifications in the light of the results.
9-Selecting the group of the study on the basis of their desire to participate in the study.
10-Pre-testing students and writing down the average scores of each one after analyzing the recordings and getting the scores written by the other two raters.
11-Teaching the programme for six weeks.
12-Post-testing students following the same procedures that were followed in the pre-test..
13-Gathering data and writing the results after using the appropriate statistical procedures.
14-Discussing the results, writing suggestions and recommendations, and writing the final report of the study.

Results of the Study
It was found that the MI-based training programme had a significant positive effect on developing the first-year English majors’ oral communication skills. It was also found that there were statistically significant differences at 0.01 level between the students’ mean of scores in each of the pre and post administration of the oral communication test in favour of the post administration of the whole test, and the post administration of each of the five sections included in the test (each section represented one of the five oral communication skills).

The technological progress of the 21st Century has meant a great shift from the traditional ways of interaction between people, granting the opportunity to share instantly whatever information they want by any means (i.e. voice, text, video, etc.). It is in this context that education needs to accommodate to the present age, moving forward nowadays traditional, print-based education and curriculum and incorporating these advancements into our teaching practices, allowing teachers to prepare their students to the world they live in.
This work aims to revisit the multimodal approach for EFL teaching and its influence over learners’ motivation and participation in the EFL classroom, tackling the belief that the use of different modes, making use of new technologies, would enhance students’ motivation and therefore, learners will learn better and participate more. In this research, students’ prior levels of participation and their motivation for learning English will be analyzed in order to compare this results it with those obtained after carrying out the implementation of an experimental, carefully designed teaching unit. To do so, this paper draws on insights from practical contexts, namely two set of questionnaires designed for students to measure the aforementioned issues before and after the implementation of the teaching unit, but also to find out students perspective towards using a multimodal approach in the EFL classroom, at the thorough understanding of any possible setback that might be experienced.

Este Trabajo de Fin de Máster presenta la propuesta de una unidad didáctica en la que se desarrollan las inteligencias múltiples en el aula de inglés como lengua extranjera, concretamente a través del uso de la serie televisiva Stranger Things. El objetivo es lograr que el alumnado identifique aquellas inteligencias en las que destaca para utilizarlas
como herramientas que les permitan mejorar aquellas en las que tienen más dificultades, ya que está demostrado que cada persona destaca en al menos tres de las ocho inteligencias identificadas por Howard Gardner. En la propuesta didáctica se dividen las sesiones por las
inteligencias a trabajar, y se utilizan fragmentos, personajes y características de la serie para la realización de las actividades. Con todo ello, se pretende atender a la diversidad de la clase
y procurar un aprendizaje significativo por parte del alumnado.

This Final Master’s Degree Project aims at proposing a didactic unit in which
Howard Gardner’s multiple intelligences are developed in the EFL classroom through the use of the TV series Stranger Things. The objective is that the students identify those intelligences in which they stand out so that they can use them as a tool to enhance those in which they have more difficulties, since it has been demonstrated that each person stands out at least in three out of the eight intelligences identified by Gardner. In this didactic unit, each session is divided by the intelligences that are going to be developed, and extracts, characters and characteristics from the series will be used in order to do the activities. With all this, diversity outreach in the classroom is essential, and significant learning is one of the main purposes.

Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners' use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers' multiple intelligences in their effective use of reading strategies. To this end, a TOEFL reading comprehension test was administered to a cohort of 135 English as a foreign language students at several universities in the southwest and centre of Iran, and 80 students were identified as successful L2 readers based on the ETS rating scale and their TOEFL scores. Then, they answered an MI questionnaire originally developed by Armstrong and a reading strategies inventory adapted by Singhal. The data were quantitatively analysed using correlations and multiple regressions. The results revealed that linguistic, logical-mathematical and intrapersonal intelligences were the good L2 readers' most dominant intelligences, while bodily intelligence was the least common type. In addition, they mostly employed metacognitive and cognitive strategies but rarely drew upon affective and compensation strategies while reading. Further, there was a significant positive relationship between linguistic, logical-mathematical, spatial, interpersonal, and intrapersonal intelligences and the use of metacognitive and cognitive reading strategies. Similar relationships were also found between linguistic intelligence and the participants' use of memory strategy, on one hand, and between interpersonal intelligence and compensation and social strategy use, on the other. Importantly, linguistic and intrapersonal intelligences as well as metacognitive and cognitive strategy use were shown to be the best predictors of reading comprehension. Finally, the theoretical or pedagogical implications of the findings are discussed.

A writing project and oral presentation engage middle school ESL students in collaborative activities that develop their understanding of and respect for one another's heritage and an appreciation for their valuable cultural contributions to the greater community. Christina M. Ortmeier 10

The present research study attempted to investigate the effects of the cooperative learning method, as advocated by the multiple intelligence theory on Iranian EFL learners’ writing
achievement. The study also considered the factor of gender as an individual difference variable
on learners’ writing performance. A total of 60 learners participated in the study, including an experimental group of 33 learners and a control group of 27 learners. Whereas the experimental participants received instruction following the authors’ Cooperative Learning/
Multiple Intelligences model, the CLMI, the control group participants were exposed to a traditional
method of teaching. A questionnaire based on Gardner’s multiple intelligence theory, the
writing section of the Preliminary English Test (Preliminary English Test, 2014), and Top Notch students’ book (2011) were used as the instruments in this study. Statistical analyses of
the data collected in this research reported that CLMI was successful in bringing about higher writing achievement when compared with the traditional instructional method. Additionally, the findings revealed that learners valued the variety of cooperative activities supported by
Gardner’s (1999) Multiple Intelligence Theory, the opportunities for small-group and whole class communication, the clear focus on interactive writing tasks, and the authenticity of in class
instructional activities.

The study identifies appropriate Mind mapping techniques to enhance the EFL learners’ writing ability. It
reviews and examines the traditional techniques used in teaching writing to the Saudi intermediate learners
and identifies appropriate Mind mapping techniques along with an application procedure to enhance the
writing skill. The sample included 40 intermediate learners and 20 English language teachers at the English
Language Institute. The study divided into two phases; a Survey Phase and an Experiment Phase; started with
the learners’ placement test and a questionnaire distributed in EL teachers to collect the data on practicing
usual techniques and problems faced while teaching writing. Since, the main focus of the study was to identify
the appropriate Mind mapping techniques to enhance the learners’ writing ability, the experiment phase
continued for 7-8 weeks. The statistical analysis of the data was carried out by using Microsoft Excel and
SPSS. The results indicated that the learners, who were taught through Mind maps, improved cohesion and
coherence; content paragraph structure and length in writing. The results manifested that the hierarchical
structure of the Mind mapping techniques used in the pre-writing process enhanced the EFL learners’
writings.

Differentiated Instruction (DI) is a pedagogical premise that provides benefits, such as meeting diverse learner needs, accommodating students with varying learning abilities (De Jesus, 2012). DI is not just for special education; it addresses every student's needs without turning classrooms into cram schools or private tutoring lessons. Therefore, in light of recent progress in Nepal's education sector, ignoring the importance of DI in the EFL classroom is extremely difficult. Previous research has paid little attention to the complexities of DI implementation in Nepal. There has been little discussion of EFL teachers' perceptions of DI in Nepal, in particular. The aim of this study was to investigate Nepalese EFL teachers' perceptions and the factors supporting and hindering the implementation of DI in their classrooms. This research provides valuable insights into the pedagogical effects of incorporating DI in a desirable manner. A qualitative case study was employed as a research design of the study. Fifteen EFL secondary level teachers teaching at private schools in Kathmandu Valley were selected for this study. The teacher participants were chosen via a systematic random sampling procedure. The data were analyzed and interpreted using a thematic approach, employing survey questionnaires, teachers' interviews, book analysis, and classroom observation as data collection instruments. The findings of this study reported differentiated Instruction was not even close to the initial stage of implementation due to large class size, syllabus constraint, time constraint, lack of teacher professional development events, and digital incompetency during the COVID-19 pandemic.

Human intelligence has been so long identified as IQ, a capability to solve problem and to think logically. Howard Gradner disagreed with this view and developed his own concept of intelligence. he claimed that humans have at least eight basic intelligences namely verbal-linguistic, logical-mathematic, visual-spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. Every person has difference on which intelligence is dominant for him or her. In this paper, the researcher intended to find out the multiple intelligences of the members of English Student Association (ESA) in University of Muria Kudus. The subject of this research comprised the members of ESA who attended a weekly meeting on Wednesday, 24 December 2014. The number of the subjects is ten. This research is a case study using descriptive qualitative way of elaborating the results. The finding of this research shows that each of the members of ESA has distinctive dominance on the intelligences. Furthermore, it was found that despite majoring in English and joining organisation, not all of ESA members have high verbal-linguistic intelligence and interpersonal intelligence.

Revising and Consolidating Vocabulary Through Multiple Intelligences

Anila R. Scott-Monkhouse, Italy, and Hyo-jeong (Leona) Hur, South Korea

It is aimed at adult students at any level of knowledge of English.
As it is, the whole activity should last approx 50 mins.

The objectives are to:

- revise and consolidate vocabulary from previous lessons
- get students to organise their own notes
- encourage learner autonomy
- activate the individuals’ different intelligences
- expose students to different learning strategies
- develop peer-teaching and cooperative learning
- foster real communication in class
- stimulate intrapersonal and interpersonal intelligences
- evaluate the results of learning

At the end a class discussion is carried out with the aim of raising the students’ awareness of their own and other people’s learning style(s), increasing sensitivity towards differences between individuals (thus indirectly encouraging tolerance), and exploiting these differences.
The teacher can also gain essential information on the different intelligences present in the class.


Available on
http://www.hltmag.co.uk/jun10/less03.htm

The study aims at understanding whether there is a relationship between EFL learners' multiple intelligences and their willingness to communicate or not. To conduct this research at first there is a general introduction of the statement of the problem, significance of the study, research questions, research hypothesis, definition of key terms, limitations and delimitations of the study are the items covered in the first chapter. In the second chapter, the researcher provides a theoretical background about each variable separately, and also the studies that have been conducted about the relationship of these two variables. In chapter three methodology which contains participants, materials, design & procedure, and data Analysis is discussed. And finally some results are drawn.

Because of the important role of multiple intelligences (MIs) in learning a second/foreign langue (L2) as supported by the existing second language acquisition (SLA) literature, some pragmatic scholars have asked for studying their contribution to pragmatic competence (e.g., Taguchi & Roever, 2017). Accordingly, the present investigation has attempted to examine the relationship between L2 learners' multiple intelligences and their speech-act pragmatic performance. A sample of 124 EFL students who were selected from an initial sample of 206 learners at two Iranian state universities based on their scores on the Michigan Test of English Language Proficiency (MTELP) took part in this study. The data collection procedure was done in two subsequent phases. First, McKenzie's (1999) multiple intelligences (MI) survey including 90 items was filled out by the participants. Then, a validated 50-item multiple-choice discourse completion test (MDCT) including five frequent English spee...

This study aims to analyze two coursebooks, namely, Texture of English 4 and My English 5on the basis of to what extent
the activities and tasks included reflect the intelligent types proposed by multiple intelligences theory. Taking the general
characteristics of the intelligences into account, a checklist has been designed and the activities in those two coursebooks
were categorized according to the checklist prepared. It is found that although both coursebooks represent different
intelligence types and at varying degrees, verbal/linguistic intelligence is the predominant one while the naturalist
intelligence is represented the least. Results also showed that there is not any example of existential intelligence.

This study aims to analyze two coursebooks, namely, Texture of English 4 and My English 5on the basis of to what extent the activities and tasks included reflect the intelligent types proposed by multiple intelligences theory. Taking the general characteristics of the intelligences into account, a checklist has been designed and the activities in those two coursebooks were categorized according to the checklist prepared. It is found that although both coursebooks represent different intelligence types and at varying degrees, verbal/linguistic intelligence is the predominant one while the naturalist intelligence is represented the least. Results also showed that there is not any example of existential intelligence.

This study aims to analyze two coursebooks, namely, Texture of English 4 and My English 5on the basis of to what extent the activities and tasks included reflect the intelligent types proposed by multiple intelligences theory. Taking the general characteristics of the intelligences into account, a checklist has been designed and the activities in those two coursebooks were categorized according to the checklist prepared. It is found that although both coursebooks represent different intelligence types and at varying degrees, verbal/linguistic intelligence is the predominant one while the naturalist intelligence is represented the least. Results also showed that there is not any example of existential intelligence.

Because of the important role of multiple intelligences (MIs) in learning a second/foreign langue (L2) as supported by the existing second language acquisition (SLA) literature, some pragmatic scholars have asked for studying their contribution to pragmatic competence (e.g., Taguchi & Roever, 2017). Accordingly, the present investigation has attempted to examine the relationship between L2 learners' multiple intelligences and their speech-act pragmatic performance. A sample of 124 EFL students who were selected from an initial sample of 206 learners at two Iranian state universities based on their scores on the Michigan Test of English Language Proficiency (MTELP) took part in this study. The data collection procedure was done in two subsequent phases. First, McKenzie's (1999) multiple intelligences (MI) survey including 90 items was filled out by the participants. Then, a validated 50-item multiple-choice discourse completion test (MDCT) including five frequent English speech acts (requests, apologies, refusals, complaints, and compliments/compliment responses) was administered. Data analysis using multiple regression revealed that four of the intelligence including logical, interpersonal, verbal, and intrapersonal intelligences were significant predictors of L2 learners' speech-act pragmatic knowledge. Among these four intelligences, verbal intelligence was the strongest followed by interpersonal, intrapersonal, and logical intelligences. However, five other intelligences (i.e., naturalistic, musical, existential, visual, & kinesthetic intelligences were not significant predictors of L2 pragmatic performance). These findings can have some pedagogical implications for EFL teachers in helping their learners develop their speech-act pragmatic knowledge based on their MIs.