جستجوی مقالات مرتبط با کلیدواژه "multiple intelligences (mi)" در نشریات گروه "ادبیات و زبان ها"

This study investigated the potential benefits of integrating Multiple Intelligences (MI)-based approaches into teacher training programs for enhancing English language teaching (EFL) in Iran. Twenty in-service EFL teachers participated in a quasi-experimental pre-test post-test control group design. The experimental group received an 8-week training program focused on MI theory and its application in EFL practices. The control group received training on the influence of psychological factors on student learning. Both groups exhibited significant improvements in academic optimism and psychological wellbeing after the training program. However, the experimental group demonstrated larger effect sizes for both measures, suggesting a potentially stronger positive impact of the MI-based training. One-way analyses of covariance (ANCOVA) controlling for pre-test scores further confirmed a significant effect of the intervention program on both academic optimism and psychological wellbeing. These findings highlight the potential value of incorporating MI principles into EFL teacher training programs to foster not only teacher development but also their overall well-being.

Collocation is a universal linguistic phenomenon. Words are always used together. It is no exaggeration to say that none of the natural languages is free of collocation. In fact, words seldom occur in isolation (Wallace, 1982, p.30). The present study aimed to investigate the relationship between intrapersonal and interpersonal intelligence of the students on learning collocations among Iranian EFL learners; It also sought to examine if interpersonal and intrapersonal intelligence would lead to using more collocations or not. The statistical population of the study constituted 60 English language students at elementary levels. This quantitative study consisted of a collocation test, an English proficiency test and a Multiple Intelligence questionnaire followed the study. The comparison between the students‟ scores showed that there was no significant difference in the final performance of the two groups. Therefore, the findings of the study indicated that there was no significant relationship between intrapersonal and interpersonal intelligence on students' learning collocations.

This study explored corrective feedback (CF) types and their relationship to L2 learners’ intelligence types. Participants were 60 intermediate L2 learners aged 18-29 in Isfahan, Iran. Based on their intelligence types as intrapersonal and interpersonal, the participants were divided into 2 groups. McKenzie’s MI Inventory (1999) and a researcher-designed questionnaire on CF types were employed. Spearman correlation was applied to find out the relationship between the participants’ intrapersonal and interpersonal intelligences and their preferred CF. Then, multiple regression analysis was run to indicate the significant representation of the specific CF among the participants. Results revealed that there was a strong positive relationship between the participants’ intrapersonal intelligence and explicit types of CF. Regression computations indicated that the interpersonal participants showed a great significant tendency towards repetition, paralinguistic signs, clarification requests, and translation; however, conversational and didactic recasts as well as elicitation, explicit, and metalinguistic CF made a unique and significant contribution to the intrapersonal participants. Accordingly, L2 teachers should take into account their learners’ preferred CF types in their teaching and, consequently, suggest activities designed to help them make maximum use of their intelligence types. L2 teachers could also adapt their classroom activities to their learners’ intelligences and CF types to create the most productive learning environment.

L2 learners’ multiple intelligences (MI) profile plays a central role in their performance on different aspects of language learning, one of which is the use of language learning strategies (LLSs). Gaining insights into the relationship between MI and LLSs makes L2 teachers better understand their learners’ strengths and weaknesses in the use of such strategies and lets them guide the learners better in this regard. This study was an attempt to explore the (possible) relationship between Iranian L2 learners’ MI profile and their use of LLSs. The participants were 30 female learners, aged 13-25, studying in a language institute in Iran. To measure their MI scores, McKenzie’s MI Inventory (1999) was used, and their learning strategy use was examined through the Strategy Inventory for Language Learning (SILL). To find the (possible) relationship between the participants’ overall MI scores and their use of strategies as well as the (possible) relation between individual intelligences and strategy use, Pearson product-moment correlation was conducted. The results revealed a strong positive relation between the participants’ MI scores and their use of LLSs. Also, strong positive correlations were found between verbal intelligence and memory and cognitive learning strategies, intrapersonal intelligence and memory learning strategies, and visual intelligence and cognitive learning strategies. The findings have implications for L2 pedagogy. Identifying L2 learners’ dominant intelligences and, accordingly, their strengths and weaknesses in using LLSs as well as raising their awareness, L2 teachers can increase L2 learners’ strengths and minimize their weaknesses in using LLSs and improve the efficacy of teaching and learning LLSs.