Adopting Multiple Intelligence-Based Activities (MIBAs) to Enhance Male and Female EFL Learners’ Oral Performance

Document Type : Original Article


1 PhD Candidate of TEFL, Najafabad Branch, Islamic Azad University, Najafabad, Iran

2 Assistant Professor of Applied Linguistics, Najafabad Branch, Islamic Azad University, Najafabad, Iran

3 Associate Professor of Applied Linguistics, Najafabad Branch, Islamic Azad University, Najafabad, Iran


This study aimed to investigate the effectiveness of Gardner’s multiple intelligence-based activities (MIBAs) to improve the oral performance of male and female EFL learners. To this end, 60 Iranian intermediate EFL learners were selected out of 120 learners based on their scores on a sample Oxford Quick Placement Test (OQPT) and divided into two equal groups of experimental (n=30) and control (n=30). The IELTS speaking test was administered as a pretest. The experimental group was taught through some appropriate activities based on the definition of eight types of Gardner’s intelligences. At the same time, a method including conventional speaking activities such as repetition drills, memorization, reading texts, and answering some knowledge questions was employed for the control group. The treatment period lasted for 10 weeks. After the treatment, the oral posttest, the same as the pretest, was administered to investigate the impact of the teaching process on the learners' oral performance. The participants’ oral proficiency was evaluated using both the IELTS speaking band scores and a researcher-made evaluation sheet including eight speaking components. The findings revealed that the experimental group outperformed the control group. The use of MIBAs significantly affected EFL learners’ oral performance and improvement regardless of their gender. The findings may offer some implications for the fields of teaching, material preparation, and curriculum designing. Additionally, the findings can make optimal changes for assessment methods. 


Article Title [فارسی]

تاثیر فعالیتهای مبتنی بر هوش چندگانه بر پیشرفت مهارتهای گفتاری دانشجویان پسر و دختر زبان انگلیسی

Authors [فارسی]

  • مرجان لطفی خواجویی 1
  • رویا بهارلویی 2
Abstract [فارسی]

هدف از انجام این پژوهش بررسی تاثیر فعالیت های مبتنی بر هوش چندگانه "گاردنر" بر بهبود مهارت های گفتاری فراگیران زبان انگلیسی دختر و پسر می باشد. بدین منظور از میان 120 نفر فراگیری که در آزمون تعیین سطح آکسفورد شرکت کردند60  نفر بر اساس نمراتشان در سطح متوسط قرار گرفتند که از این تعداد 30 نفر دختر و 30 نفر پسر می باشند. آزمون گفتاری بر اساس امتحان آیلتس به عنوان پیش آزمون برای هر دو گروه کنترل و آزمایش برگزار شد. دوره ی آموزش ده هفته و بصورت هفته­ای سه جلسه و هر جلسه 60 دقیقه برگزار گردید. سپس همان آزمون با عنوان  پس آزمون مجددا برگزار شد تا تاثیر فعالیتهای مبتنی برهوش چندگانه بر بهبود مهارتهای گفتاری بررسی شود. پس از بررسی نتایج آزمون ها مشخص شد آزمودنی­های گروه آزمایش نسبت به گروه کنترل عملکرد بهتری داشتند؛ در واقع فعالیتهای مبتنی بر هوش چندگانه تاثیر مثبتی بر بهبود مهارت گفتاری فراگیران داشت. اما این آموزش تاثیر یکسانی بر فراگیران پسر و دختر داشت و تفاوت معنا داری بین دختران و پسران مبنی بر پیشرفت آنها در مهارت گفتاری دیده نشد. نتایج به دست آمده از این پژوهش در زمینه­ی آموزش، آزمون سازی، روانشناسی زبان، تهیه و تدوین مطالب درسی و برنامه­ریزی درسی به کار می رود.

Keywords [فارسی]

  • هوش چندگانه
  • نظریه هوش چندگانه
  • فعالیت های مبتنی بر هوش چندگانه
  • مهارت گفتاری
Adityas, M. T. (2016). Activating students' multiple intelligences in speaking activities. ADJES (Ahmad Dahlan Journal of English Studies), 3(1), 70-75.
Ahanbor, Z., & Sadighi, F. (2014). The relationship between multiple intelligences, learning styles and gender. Modern Journal of Language Teaching Methods, 4(1), 176.
Ahmed, A. G. A., & Gasm, A. (2012). The relation between multiple intelligences theory and methods of ELT. International Journal of Learning and Teaching, 4(2), 26-41.
Ansarin, A. A., & Khatibi, S. P. (2018). The Relationship between Multiple Intelligences and Language Learning Strategies and Gender. English Language Teaching, 11(5), 84-94.
Armstrong, T. (2009). Multiple intelligences in the classroom: Ascd.
Bakarich, K. M., & O'Brien, P. (2020). The robots are coming... but aren't here yet: The use of artificial intelligence technologies in the public accounting profession. Journal of Emerging Technologies in Accounting.
Baş, G., & Beyhab, Ö. (2010). Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson. International Electronic Journal of Elementary Education, 2(3), 365-386.
Comings, J., Garner, B., & Smith, C. (2006). Review of Adult Learning and Literacy, Volume 6: Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy: Routledge.
Connell, D. J. (2005). Brain-based strategies to reach every learner: Recording for the Blind & Dyslexic.
Demirel, E. T., Dusukcan, M., & Olmez, M. (2012). The impact of areas of multiple intelligence on entrepreneurial behavior. African Journal of Business Management, 6(1), 415-421.
Dorgham, R. A. S. (2011). The effectiveness of a poroposed program in developing the speaking skills of English language among preparatory stage pupils in the light of multiple intelligences theory.
Fauziah, N. (2015). The use of multiple intelligences model to improve students’ speaking skills in discussion texts (a classroom action research at the XI grade students of MAN 1 Semarang in the academic year of 2014/2015). UIN Walisongo.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. New York, NY: Basic Books.
Gardner, H. (1993). Frames of mind: the theory in practice. New York: Basic.
Gebhard, J. G. (2006). Teaching English as a foreign or second language: A teacher self-development and methodology guide: University of Michigan Press.
Hooshyar, F., Afghari, A., & Hadian, B. (2019). Vulnerability of Multiple Intelligences Assessment Instrumentation to Gender Variance in EFL Context. Iranian Journal of English for Academic Purposes, 8(1), 77-92.
Ibrahim, A. (2007). The effectiveness of a suggested teaching strategy based on multiple intelligences theory on developing third year primary school pupils' speaking skills. Unpublished MA Thesis. Institute of Educational Studies. Cairo University.
Lunenburg, F. C., & Lunenburg, M. R. (2014). Applying Multiple Intelligences in the Classroom: A Fresh Look at Teaching Writing. International journal of scholarly academic intellectual diversity, 16(1).
Mourad, J. (2014). Using multiple intelligences to support learning in the classroom. The William Paterson University of New Jersey,
Nasri, M., & Biria, R. (2016). Integrating multiple and focused strategies for improving reading comprehension and l2 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics and English Literature, 6(1), 311-321.
Naveed, F. (2015). Concepts of speaking and listening skills. Master in MassCommunication.
Özdermir, P. i., Güneysu, S., & Tekkaya, C. (2006). Enhancing learning through. Journal of Biological Education, 40(2), 74-78.
Pickering, K. (2012). Communicate: Macmillan.
Richards, J. C. (2008). Teaching listening and speaking: Cambridge university press Cambridge.
Rizqiningsih, S., & Hadi, M. S. (2019). Multiple Intelligences (MI) on Developing Speaking Skills. English Language in Focus (ELIF), 1(2), 127-136.
Sadeghi, K., & Richards, J. C. (2016). The idea of English in Iran: An example from Urmia. Journal of Multilingual and Multicultural Development, 37(4), 419-434.
Saibani, B., & Simin, S. (2014). The relationship between multiple intelligences and speaking skill among intermediate EFL learners in Bandar Abbas Azad University in Iran. International Journal of Research Studies in Language Learning, 4(2), 43-56.
Salem, A. A. (2013). The impact of multiple intelligences-based instruction on developing speaking skills of the pre-service teachers of English. English Language Teaching, 6(9), 53-66.
Sayed, M. M. (2005). The effect of using a multiple intelligences-based training programme on developing English majors’ oral communication skills. Unpublished MA Thesis. Faculty of Education. Assuit University.
Sener, S., & Çokçaliskan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125-132.
Soars, J., & Soars, L. (2015). American Headway Series: Proven Success Beyond the Classroom: Oxford University Press.
Soleimani, H., Moinnzadeh, A., Kassaian, Z., & Ketabi, S. (2012). The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English. English Language Teaching, 5(9), 45-53.
Urrutia Leó, W., & Vega Cely, E. (2010). Encouraging teenagers to improve speaking skills through games in a Colombian public school. Profile Issues in TeachersProfessional Development, 12(1), 11-31.
Van Don, C. Improving speaking skills B2 (CEFR) for EFL students by using multiple intellengences activities. An MA. Thesis, Phu Yen University, Vietnam