Effects of English Speaking Instruction Based on Multiple Intelligences Theory on English Speaking Ability of Seventh Grade Students

Abstract

The purposes of this research were to examine the effects of English speaking instruction based on Multiple Intelligences Theory on English speaking ability of seventh grade students and to explore students’ opinions towards English speaking instruction based on Multiple Intelligences Theory. The sample of this study selected by purposive sampling was 10 seventh grade students in Bankae School, Sawaengha District, Angthong Province who enrolled the fundamental English course in term 2 of academic year 2016. The experiment was conducted for 12 weeks. The instruments used in this research were English speaking pre-test and post-test, semi-structured interviews and classroom observations. The data was analysed using descriptive statistics, the Wilcoxon matched-pairs signed-rank test and content analysis. The findings show that 1) the mean scores of English speaking post-test were higher than the mean scores of pre-test at the significant level of 0.05 2) students had positive opinions towards English speaking instruction based on Multiple Intelligences Theory and 3) The students improved their English speaking ability and learning behaviours.