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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Gharibeh Gharibeh, Sajjad, Mohammadnia, Zhila, Sarkhosh, Mehdi. (1403). Appraisal of Multiple Intelligence-based Instruction: The Case of Learners’ Perceptions. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2025.65817.2751
Sajjad Gharibeh Gharibeh; Zhila Mohammadnia; Mehdi Sarkhosh. "Appraisal of Multiple Intelligence-based Instruction: The Case of Learners’ Perceptions". سامانه مدیریت نشریات علمی, , , 1403, -. doi: 10.22034/elt.2025.65817.2751
Gharibeh Gharibeh, Sajjad, Mohammadnia, Zhila, Sarkhosh, Mehdi. (1403). 'Appraisal of Multiple Intelligence-based Instruction: The Case of Learners’ Perceptions', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2025.65817.2751
Gharibeh Gharibeh, Sajjad, Mohammadnia, Zhila, Sarkhosh, Mehdi. Appraisal of Multiple Intelligence-based Instruction: The Case of Learners’ Perceptions. سامانه مدیریت نشریات علمی, 1403; (): -. doi: 10.22034/elt.2025.65817.2751

Appraisal of Multiple Intelligence-based Instruction: The Case of Learners’ Perceptions

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 24 اسفند 1403
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.65817.2751
نویسندگان
Sajjad Gharibeh Gharibeh* 1؛ Zhila Mohammadnia2؛ Mehdi Sarkhosh3
1Adjunct Lecturer in Applied Linguistics, Department of English, Faculty of Humanities, Tabriz University, Iran.
2Assistant Professor of Applied Linguistics at Urmia University, Iran.
3Associate Professor of Applied Linguistics at Urmia University, 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
آمار
تعداد مشاهده مقاله: 34


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