The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English

Abstract

The purpose of the present study is investigating the effect of instruction based on Multiple intelligence (MI) theory on attitude and learning of General English course among students of Islamic Azad University, Kermanshah Branch in the second semester of educational year of 2010-2011. 61 male and female students in two different classes participated in the present study that were assigned to experimental (32 students) and control (29students) groups based on random cluster sampling. A quasi experimental method of research with a pre-and post test was used. The experimental group was taught according to the theory of MI and the control group was instructed based on the traditional method of teaching General English in eight weeks time. In order to determine the effect of MI-based instruction compared with traditional method, a researcher constructed test including 30 items were utilized. In order to assess the attitude of the learners toward English, a 15 items scale of attitude toward English Language was also employed. For analyzing data we used ANCOVA and independent sample t-test. The results of the study indicated that there was a significant difference between improving in General English course between experimental and control groups. In other words, students taught based on MI theory exceeded the traditionally instructed students both in general and in each sub-skill of learning English (vocabulary, reading comprehension, and structure). The results also indicated that attitude of students towards learning English in experimental group improved significantly.Keywords: multiple intelligence-based instruction, attitude towards English, improvement in learning English

Multiple Intelligences-Related Projects and EFL University Students’ Autonomy

“…More specifically, in MI-based teaching, students were allowed to learn in the way they feel most comfortable with. This finding is in line with Soleimani et al (2012), Le Thi Tuyet Hanh and Tran Ba Tien (2017). In other words, to help students achieve educational aims and reduce their anxiety in solving learning problems, the activities should be interesting enough and give learners different options to approach the problems.…”

“…This study aims to investigate if MI-related projects have any contributions in promoting EFL learner's autonomy. According to Soleimani et al (2012), "MI framework helps learners gain better self-awareness about learning abilities in different intelligence areas" (p. 50). It is hoped that the results will help gain more understanding of Vietnamese EFL learners' autonomy, thereby designing more effective projects to motivate students to be autonomously engaged in their English language learning.…”

Multiple Intelligence Measurement through Performance Tests in Students of 1st High School, Tana Toraja

“…In other words, students who teach based on multiple intelligence theories exceed students who are traditionally instructed both in general and in each sub-English learning skills (vocabulary, reading comprehension, and structure). The results also showed that students' attitudes towards learning English in the experimental group increased significantly [7]. Thus using multiple intelligences has more impact than just using one or two intelligences.…”

The Implementation of a Multiple Intelligences Teaching Approach: Classroom engagement and physically disabled learners

“…Referring to the field of language instruction, some studies have reported the positive effects of MI-based instruction on English language learning. Comparing traditional approaches and MIBI, MIBI affects students' attitudes positively toward English language learning (Jing, 2013;Soleimani et al, 2012). Besides, it is found that several English teaching strategies can accelerate the activation of different intelligences in individual students (Kartiah et al, 2014).…”