the relationship between multiple intelligences and International English Language Testing System (IELTS) reading scores of Iranian learners

Howard Gardner’s proposal of multiple intelligences in 1980s encouraged many scholars in the field of second language learning and teaching to investigate the relationship between learner’s achievement in second or foreign language learning and their various intelligences. The purpose of this study is to find the relationship between multiple intelligences and Iranian EFL learners’ scores in reading section of IELTS. Out of 290 authentic IELTS candidates (2007) in Mashhad, north-eastern part of Iran. 130 candidates received multiple intelligences scale questionnaire, 98 participants, including 53 males and 45 females, filled out the multiple intelligences scale questionnaire. Sixty two and thirty six candidates participated in academic and general ILETS test respectively. Participants’ performance in the reading and comprehension section of IELTS and their distinctive profiles of multiple intelligences abilities and skills were compared. In this research data analyzed by descriptive analysis methods and Pearson’s correlation. The results revealed no significant relationship between multiple intelligences profiles and reading and comprehension section of IELTS, except for logical-mathematical intelligence which showed a positive relation with reading scores (P<0.05). Reading comprehension section in IELTS is related to Iranian learners’ logical-mathematical intelligence; it seems reading section contains logical tasks which could be due to the similar nature of this type of intelligence and the operations needed while reading.