The relationship between Iranian university EFL students’ multiple intelligences and their use of language learning strategies: An exploratory study

Zainab Abolfazli Khonbi,Mohammad Mohammadi

doi:10.21283/2376905x.2.25

Zainab Abolfazli Khonbi, Mohammad Mohammadi

Open Access

https://doi.org/10.21283/2376905x.2.25

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Abstract

The present research contributes to an increased understanding of the potential relationships between multiple intelligences and the choice and frequency of use of language learning strategies. Forty-one EFL students from Urmia University (Iran) completed Oxford’s (1990a) Strategy Inventory for Language Learning and the McKenzie (1999) Multiple Intelligences Inventory. Data analyses revealed a moderately positive relationship between the participants’ multiple intelligences and language learning strategy use (r = .58). Pearson Product-Moment correlation also showed medium-to-large positive relationships within and among the categories of multiple intelligences and the types of language learning strategies. Implications of this study for EFL education are discussed, and suggestions to improve students’ performance are provided.

Highlights

Over the past few decades, mainly in Western countries, a remarkable shift in focus from teaching to learning (Lessard-Clouston, 1997; Peng, 2002) has taken place within the field of Foreign Language (FL) or Second Language (SL) education
The results showed that on the four language skills of writing, reading, listening, and speaking, the treatment group that was taught based on the principles of the multiple intelligences (MI) theory and cooperative learning out-performed both the group being instructed only based on cooperative learning principles as well as the control group
In order to offer a productive instruction, teachers should learn to determine and take into account the individual differences among their students, which may in turn result in a shift from teacher-centered to learner-centered curriculums and instruction (Tudor, 1996)

Summary

Introduction

Over the past few decades, mainly in Western countries, a remarkable shift in focus from teaching to learning (Lessard-Clouston, 1997; Peng, 2002) has taken place within the field of Foreign Language (FL) or Second Language (SL) education. Individual differences among students, such as learning strategies, learning aptitude, culture, gender, etc., have acquired a prominent role in FL/SL learning (Ehrman, 1990; Galbraith & Gardner, 1988; Oxford & Ehrman, 1993; Skehan, 1989). The present research aims to shed light on the connection between two of these variables: multiple intelligences (MI) scores of learners and their use of language learning strategies (LLS). The results of this study may offer a deeper understanding of strategy use among EFL learners in general, and in an Iranian context in particular. In the two sections, we provide a succinct account of language learning strategies and multiple intelligences

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