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Appraisal of Multiple Intelligence-Based Instruction: the case of learners’ perceptions | ||
| Journal of English Language Teaching and Learning | ||
| دوره 17، شماره 35، مهر 2025، صفحه 161-174 اصل مقاله (913.93 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2025.65817.2751 | ||
| نویسندگان | ||
| Sajjad Gharibeh-Gharibeh* 1؛ Zhila Mohammadnia2؛ Mahdi Sarkhosh2 | ||
| 1Department of English Language, Urmia University, Urmia, Iran. | ||
| 2Department of English Language, Urmia University, Urmia, Iran | ||
| چکیده | ||
| Language learning is a multifaceted process influenced by various factors, including learners’ individual preferences and cognitive strengths. This mixed-methods study investigates how dominant intelligences influence the instructional preferences and perceptions of 30 male Turkish-speaking EFL learners, aged 13-17, using a structured questionnaire and semi-structured interviews. The research explores the relationship between learners’ intelligences and specific teaching approaches, with data analyzed through both quantitative and qualitative methods. Participants were categorized into two groups based on their dominant intelligences: Group A (interpersonal and intrapersonal) and Group B (linguistic and visual/spatial). Analysis of the data reveals that learners gravitate towards learning styles that align with their dominant intelligences, with Group A favoring interactive and self-directed approaches, while Group B leans towards visual and experiential methods. Despite a limited awareness of MI theory, the participants express satisfaction with MI-based instruction, viewing it as more engaging and effective compared to traditional methods. This study underscores the significance of incorporating learner preferences into language instruction and highlights the potential of MI-based approaches to enhance learner engagement and motivation. | ||
| کلیدواژهها | ||
| Language Learning؛ EFL؛ Multiple Intelligences؛ Learner Perceptions؛ Instructional Approaches | ||
| مراجع | ||
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