Abstract
A student’s level of achievement is not solely influenced by the way he/she is taught, but by a nest of correlations, resulting in each individual being influenced by an immediate and a proximal environment. The human capability to act effectively in a nest of correlations constitutes the modern definition of intelligence (Barrington 2007: 423) and precisely Gardner’s Multiple Intelligences Theory (MIT). This article reflects on the results of a pilot study, carried out to investigate whether there is a relationship between MIT and language sustainability among learners taking an English course. 220 second-year science students were randomly chosen for two experimental groups (MIT-based teaching) and a control group (teaching based on their textbook). The main results showed a statistically significant difference between students’ continuous assessment marks. Also, the results of students’ final exam showed a statistically significant difference between the experimental and control groups.
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