EFL Students’ Familiarity with Howard Gardner's Theory: A Case Study at South East European University

Abstract

Abstract This research paper explores the awareness, perceptions, and beliefs of English as a Foreign Language (EFL) students at the South East European University regarding Howard Gardner's Multiple Intelligences (MI) theory. Focusing on the dynamic landscape of contemporary education, the study aims to understand the extent to which students acknowledge and identify with different intelligences and the potential implications for language learning strategies and overall educational experiences. The research employs an exploratory mixed-methods approach, including a case study design, surveys, and qualitative analysis, to gather insights from bachelor's and master's-level students. Findings indicate a moderate level of familiarity with MI theory among the participants, with significant agreement on the utility of the theory in understanding learning abilities. The study underscores the importance of recognizing linguistic intelligence and suggests implications for pedagogical practices, curriculum development, and the creation of inclusive learning environments. Recommendations include fostering collaboration among educators to share best practices and seeking institutional support for initiatives related to MI theory integration in teaching. The research contributes to the ongoing discourse on effective language education and its alignment with theories of cognitive diversity, providing actionable insights for educators and institutions.