English

Orhan Iyitoglu,Hasan Aydin

doi:10.15700/saje.v35n2a980

Abstract

This study relied on Sheorey and Mokhtari’s (2001) metacognitive knowledge about reading strategies,which was influenced by a number of factors, including previous experiences, beliefs, culture-specific instructional practices and proficiency in a second language (L2). This study is thereby built on the premise that EFL readers’ metacognitive awareness of reading strategies was also influenced by their multiple intelligence profiles. The purpose of this study is to explore the integrated impact of multiple intelligences and reading strategies on EFL learners’ reading performance. This was an explanatory sequential study, combining quantitative and qualitative research design. A convenience sample of 60 high school EFL learners from one of the Anatolian high schools in Istanbul, Turkey participated in this study. Two quantitative surveys and an achievement test, followed by a qualitative observation checklist, were used in this study to collect the data. The results of the study indicated that females were found to be more successful than males in EFL reading in addition to employing more support and problem solving reading strategies. In addition, this study also found that successful readers in EFL seemed to use more global strategies and tended to support reading strategies if they were dominant in musical, intrapersonal intelligences. Moreover, successful musically or verbally intelligent readers were found to use more problem-solving strategies. As a result, this study provides EFL teachers and curriculum designers with valuable information that will foster awareness of the role of these intelligence-strategy relations may play in triggering success in EFL reading, and thus, in their overall proficiency in the language.

Highlights

Gardner (2011) has attempted to carry the differences between the learners into the hearth of educational processes and procedures
Is there a significant relationship between a. reading strategies employed by the participant high school EFL learners and their performance on an EFL reading comprehension test? b. reading strategies employed by the participant high school EFL learners and their dominant multiple intelligence types? c. dominant intelligence types of the participant high school EFL learners and their performance on an EFL reading comprehension test? 3
The first table below explores whether male and female participants differed in terms of their reading strategy types, dominant intelligence types, and performance on the EFL reading comprehension test

Summary

Introduction

Gardner (2011) has attempted to carry the differences between the learners into the hearth of educational processes and procedures. Gardner respected each person’s capacity to learn, know and explore new things. In this way, as a criticism to the traditional view of intelligence, Gardner took the first step towards a revolution in cognitive psychology, education and philosophy, by embracing the impacts of both culture and society on this concept of multiple intelligences. As a criticism to the traditional view of intelligence, Gardner took the first step towards a revolution in cognitive psychology, education and philosophy, by embracing the impacts of both culture and society on this concept of multiple intelligences In this context, it did not seem possible for the researchers interested in foreign language teaching to isolate themselves from the impact of this revolution. The sub-skills, or the processes that determine success in learning this important language, English, have undergone extensive research

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