The Effect of Multiple Intelligences-based Reading Tasks on EFL Learners‟ Reading Comprehension

Abstract

The aim of the present research was to address some fundamental innovative resolutions for EFL learners’ encountered impeding dilemmas in reading comprehension. The researchers proceeded to determine the most frequent multiple intelligences (MI) of the EFL learners so as to cater for well-designed tasks to obviate any existing obstacles to ideal reading. Accordingly, by means of a reliable MI profiling questionnaire, the dominant intelligences of EFL learners were highlighted. Moreover, all intended participants were homogenized on the basis of reading proficiency test adopted from First Certificate in English (FCE) whose scores served the purpose of pre-test as well. As a consequence of observed difference between the genders concerning the dominant intelligences, the participants were randomly assigned into distinct control and experimental groups. Furthermore, some evenly selected reading sections from a number of EFL materials, namely, New Inside Out, New Opportunities, and English Online were of primary focus of attention in all groups. As a point of departure, treatment groups were exposed to reading tasks in conformity with already identified dominant intelligences, while the control groups were inclusively conducted under already approached conventional teaching methods of reading in language schools and institutes. The results crystallized the effects of MI-based reading tasks on both EFL male and female learners’ reading comprehension. Lastly, findings revealed that EFL female learners emulated their male counterparts’ reading comprehension. In sum, the results of such innovative intelligences-based reading task will grant opportunities to discover, value, and enhance the talents of EFL learners in better tackling reading comprehension shortcomings.