The Relationship between Iranian EFL High School Students’ Multiple Intelligence Scores and their Use of Learning Strategies

Hajhashemi, Karim; Ghombavani, Fatemeh Parasteh; Yazdi-Amirkhiz, Seyed Yasin

doi:10.5539/elt.v4n3p214

Cited by 19 publications

(13 citation statements)

References 15 publications

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“…Utilizing this theory in classroom management and class classification, can help teacher to give the needs of students with particular intelligence. 44 According to the student's achievement data we can conclude that student educated with Multiple Intelligences theory gain high score even almost perfect. It can be said that the implementation of MI theory in the learning process have been effective.…”

Section: Arabiyâtmentioning

confidence: 96%

Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

Mahmudi

Febriani

Hasanah

et al. 2019

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This study addressed to explore classroom management and Arabic Learning process based on Multiple intelligences theory implemented by the teacher. The study was a case study with descriptive qualitative approach. The data were collected by interview, documentation, and observation. Then, the data were analyzed with the following steps: data collection, data reduction, data display, verification, and affirmation conclusions. The result of this study revealed that the students were classified based on their intelligences with interview and appropriate test of multiple intelligences done by MIR team. Therefore, Arabic teacher implemented a suitable method in the Arabic learning process for each class based on their needs. Yet, the teacher faced an obstacle when teaching the students with logical-mathematical and interpersonal intelligences. Another data indicated that classroom was not only the class for learning, sometimes the teacher challenged the students to study outdoor, school environment. The school environment and facilities contributed to support learning process and give the students more space to be creative and aware with what they found in the school environment.

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Section: Arabiyâtmentioning

confidence: 96%

Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

Mahmudi

Febriani

Hasanah

et al. 2019

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“…Akbari and Hosseini (2008) investigated the relationship between EFL learner's MI and strategy use. Also Hajhashemi, et al (2011) investigated the relationship between LLS and MI. These results also support what Baş and Beyhan (2010) claimed about the important role of MI in language learning process.…”

Section: Responding To the Research Question Onementioning

confidence: 99%

The Relationship Between Multiple Intelligences and Language Learning Strategies and Gender

Ansarin¹,

Khatibi²

2018

ELT

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This study set out with the aim of assessing whether Multiple Intelligences profiles of Iranian students would exert any influence on their use of language learning strategies as important determining factors in the language learning. Additionally, we explored the role of gender and different proficiency levels on EFL learners' multiple intelligences. A total number of 303 EFL learners, 164 males and 139 females participated in this study, 112 were Elementary, 92 were Intermediate students and 99 were advanced level, within the age range of 12 to 33 at Jahade Daneshgahi of Tabriz. The instruments used to elicit information for this study were MIDAS and the Strategy Inventory for Language Learning (SILL) Questionnaire. Initially, we homogenized the English proficiency of the participants, by administering Nelson English Language Tests. Results showed a significant relationship between the variables of multiple intelligences (MI) and Strategy Inventory of Language Learning (SIL). Results of multivariate tests showed a significant positive difference between the MI scores and different proficiency levels but no significant difference in MI scores across genders. a significant difference was found in musical intelligence of participants at different proficiency levels. In terms of implications of the study it is suggested that before choosing any teaching materials, educators should conduct needs analysis and test in order to find out the MI profile of the students and to avoid having any mismatch between selected topics and the students' needs.

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“…Various studies revealed the benefits of multiple intelligences in learners' achievement (Razmjoo, 2008;Gupton, 2011), learning strategies (Hajhashemi, Ghombavani, & Amirkhiz, 2011). Therefore this study was aiming to measure multiple intelligences profiles of junior secondary school students that is important due to improve the classroom activities.…”

Section: Introductionmentioning

confidence: 99%

Multiple Intelligences Profiles of Junior Secondary School Students in Indonesia

Emmiyati¹,

Rasyid²,

Rahman³

et al. 2014

IES

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This study aimed to investigate the Multiple Intelligences profiles of the students at junior secondary school in Makassar. The Multiple Intelligences Inventory was used to identify the dominant intelligence among the students. The sample of this research was 302 junior secondary schools students in Makassar Indonesia who willing to participated in this study. Descriptive and inferential statistics were used to investigate the students' MI profiles. The results of this study showed that all intelligences were possessed by the students either in strong, moderate, or weak category. Existential intelligence became the strongest intelligence among the nine types of multiple intelligences. Moreover, other types of multiple intelligences in strong category were interpersonal intelligence and verbal-linguistic intelligence. They were the second and the third intelligence of the strongest intelligences. The other types were in moderate category, were intrapersonal intelligence, musical intelligence, visual-spatial intelligence, logical mathematic intelligence, bodily-kinesthetic intelligence, and naturalist intelligence. In terms of gender, the study revealed, male students significantly possessed stronger in logical-mathematic intelligence, bodily-kinesthetic intelligence, and intrapersonal intelligence, Meanwhile, Female students were significantly stronger in musical intelligence, interpersonal intelligence, and existential intelligence. The results also showed that there was no significant difference between male students and female students in verbal linguistic intelligence, visual-spatial intelligence, and naturalist intelligence.

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The Relationship between Iranian EFL High School Students’ Multiple Intelligence Scores and their Use of Learning Strategies

Cited by 19 publications

References 15 publications

Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

The Relationship Between Multiple Intelligences and Language Learning Strategies and Gender

Multiple Intelligences Profiles of Junior Secondary School Students in Indonesia

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