The Relationship between EFL Learners' Multiple Intelligences and Vocabulary Learning Strategies Use with a Focus on Gender

Abstract

Over the past decade or so, Multiple Intelligences Theory (MIT) has witnessed a great deal of attention from theoreticians, researchers, and educators in the field. Accordingly, the current study was designed to examine the relationship between Iranian EFL male and female learners' MI types and their vocabulary learning strategies (VLSs) use. A total of 150 intermediate learners from an English Language Institute in Tabriz participated in this study. Two questionnaires were employed to collect the necessary data, namely, MI and VLS questionnaires. Following a range of correlational analyses, the obtained findings revealed that there was a significant relationship between participants' MI types and VLS categories, and the musical type of intelligence had the strongest relationship with SOC category of VLS. In addition, both male and female learners employed MEM and SOC categories of VLS as the most and the least frequently used strategies respectively. Finally, the obtained findings revealed that the interpersonal and linguistic types of MI were the best predictors of male learners' VLS use. For the female learners, however, the bodily and naturalist intelligences contributed significantly to the prediction of their VLS use. The results suggest implications for both educators and learners.