Using gardner's multiple intelligences to develop students' notetaking techniques for literature review at foreign language teaching

Abstract

To take notes, students need to develop their thinking skills which can help them to improve their writings. The current research aims to test students’ use of Gardner’s Multiple Intelligence Theory (MIT) to develop their thinking and writing skills, primarily the use of the notetaking technique in writing the literature review section. The researcher aimed at including Gardner’s linguistic intelligence in academic writing, mainly dissertation writing. To this end, the researcher selected 39 foreign language teaching (EFL) Master Students for the experiment. The researcher employed a pretest and a posttest to check and evaluate students’ use of the notetaking technique. The findings revealed that teachers could integrate Gardner’s Multiple Intelligence Theory in the EFL context. The results also showed that students tend to employ the first intelligence to develop their writing skills and improve the use of notetaking techniques in writing the literature review section. The analysis indicated that students were more motivated to use thinking techniques in writing rather than traditional methods. Keywords: EFL; Gardner’s Multiple Intelligence; literature review writing; notetaking technique; reading strategies.