Young English Learners’ Perception of Multiple Intelligences in a Web-based English Learning

Abstract

The primary objective of this study is to investigate how Multiple Intelligences (MI) can be applied to English activities and perceived when implemented in EFL web-based learning contexts. To achieve this goal, eleven Korean primary students participated in the five-day online English camp, which was carried out using synchronous and asynchronous methods. The study employed data triangulation from an in-depth individual interview, a questionnaire, and teachers’ reflective journals. The data were processed through content analysis by transcribing data and coding to extract valid inferences. The results of the study can be summarized as follows. First, participants perceived web-based English activities differently according to their intelligence preferences. Second, participants perceived that web-based MI activities efficiently activate their intelligence with digitalized learning tools and modes and interact with other learners. In contrast, some participants negatively perceived some activities due to their less preferred MI. Third, participants managed their difficulties with various web-based learning modes such as chat boxes and share screens. Pedagogical implications were drawn from this study to activate learners’ various intelligence in the limited personal contact via web-based learning platforms.