The Effects of Teaching based on Gardner's Theory of Multiple Intelligences on the General Performance of English Language Learners

The purpose of this study was to investigate the effects of teaching based on Gardner's theory of multiple intelligences on the general performance of English language learning in ten- and eleven-years old learners. Tis research was applied with a quantitative approach and the research method was quasi-experimental with a post-test design. In addition, this study was conducted with a control group and the statistical population included the students of the language institute, from which 42 students aged 10 and 11 who had no previous language learning experience were selected by available sampling method. The samples were randomly assigned to experimental and control groups. The data was collected by the standard academic achievement test (with a validity of 0.72), were analyzed using SPSS software and compared with an independent t-test. The results showed that the general performance of the English language (listening skills, vocabulary, spelling, familiarity with numbers and mathematical counting, familiarity with the alphabet) of the experimental group was higher compared to the control group. The results of this research could be applied by language teachers, language schools, and institutions in choosing effective teaching strategies to achieve success in teaching English in general and teaching English in 10- and 11-years old learners in particular