Abstract:
This study reports an experiment conducted to investigate the effectiveness of implementing MI-inspired instruction in an EFL context. To this end، a group of ten intermediate female students took part in a quasi-experimental study. At the beginning of the experiment، Multiple Intelligences Survey (Armstrong، 1993) was administered to determine the participants’ MI profiles. The participants were pre-tested using Oxford Placement Test (OPT) (Allen، 2004) to determine their level of proficiency. During the control phase، the participants received so-called ‘MI-poor’ instruction which mostly focused on verbal-linguistic type of intelligence among others. During the experimental phase، based on the initial MI survey and students’ exit slips، a variety of activities were implemented to invoke various types of intelligence. At the end of both control and experimental phases، OPT along with Headway Stop & Check tests were administered. OPT was administered to determine the participants’ general progress and Stop & Check tests were given to trace any possible specific progresses. The findings of the study revealed a significant performance on Stop & Check tests which was indicative of the at least partial effectiveness of implementing MI-inspired instruction.
Machine summary:
ir Abstract This study reports an experiment conducted to investigate the effectiveness of implementing MI-inspired instruction in an EFL context.
During the control phase, the participants received so-called ‘MI-poor’ instruction which mostly focused on verbal-linguistic type of intelligence among others.
During the experimental phase, based on the initial MI survey and students’ exit slips, a variety of activities were implemented to invoke various types of intelligence.
The findings of the study revealed a significant performance on Stop & Check tests which was indicative of thepartial effectiveness of implementing MI-inspired instruction.
Gardner (2003) enumerates these intelligences as verbal/linguistic, logical/mathematical, visual/spatial, bodily/ kinesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist.
In a study by Loori (2005), the differences in intelligence preferences of ninety international ESL male and female students were examined.
Voice recording was also utilized to record EFL learners' class performance to see which intelligences are paid attention to and which ones are not based on the classroom activities and teaching procedure.
Following this procedure, in each session a number of intelligence types were activated based on the initial survey.
At the end of the experiment, post-tests (OPT & Stop and Check Tests) were administered to compare the progress of the participants and compare the performance of the members of control and experimental groups.
Bodily-Kinesthetic Visual-Special & Logical-Mathematical Table 3 shows the frequency of primary and secondary intelligence types of the participants of the study in descending order.
Multiple intelligence theory and foreign language learning: A brain-based perspective.