Investigating the Effects of Logical Intelligence-based Activities on the Speaking Ability of Iraqi Male and FemaleEFL Learners: A case Study of Kufa University

Abstract

Following innovations in intelligence and its basic changes from a unitary concept (IQ) to a multi-dimensional concept, i.e. multiple intelligences and the urgency to design classroom activities based on the second language (L2) learners’ cognitive styles, this study examined the impact of Logical intelligence-based activities on the speaking ability of Iraqi EFL learners. The participants, after being screened as intermediate level students and those whose Logical intelligences were acceptable, comprised of 29 male and 31 female learners. These were divided into experimental and control groups. Data was gathered through one questionnaire and two speaking tests and were analyzed through independent samples t-tests. The analysis of the results revealed the significant effect of Logical intelligence-based activities on Iraqi EFL learners’ speaking ability. Furthermore, the results indicated that in the experimental group there was no significant difference between males and females regarding their speaking ability. The study concludes with suggestions for EFL teachers to consider the role of Logical intelligence (LI) in their classes and provide more effective activities to help students improve their English language speaking ability. Finally, pedagogical implications of the study on how such instruction can impact language education policy in English as a foreign language (EFL) context are mentioned.