Gardner’s Multiple Intelligences Theory (MIT) has been found to provide for meeting learners’ individual differences. However, there is not much investigation in the implementation of the theory focusing on listening proficiency in an EFL setting. This study aims to examine the potential effects of MI-based activities on Iranian TEFL university students. Based on the two assumptions derived from MIT, the subjects were divided into two intact groups, with 30subjects in each. The subjects were randomly assigned to Experimental Group 1 and Experimental Group 2. McKenzie’s (1999) MI Inventory was used to identify the subjects’ preferred intelligences. Also, the participants’ listening proficiency was measured by administrating listening sections of a retired TOEFL test before and after the intervention of MI-based activities. Data analysis using paired sample t-test suggests a significant differencebetween pre- and post-listening scores as well as between the two experimental groups. The findings indicate that better results are obtained once teaching methodology accommodates activities across intelligences rather than considering just the preferred intellectual strengths on the part of learners.
|Title of host publication||Language Teaching and Learning|
|Subtitle of host publication||New Dimensions and Interventions|
|Editors||Ambigapathy Pandian, Christine Liew, Debbita Tan|
|Place of Publication||Newcastle upon Tyne, United Kingdom|
|Publisher||Cambridge Scholars Publishing|
|Number of pages||23|
|Publication status||Published - 2014|
Naeini, M. B., Zohoorian, Z., & Pandian, A. (2014). Meeting Learners' Needs: The Effect of Multiple Intelligences-Based Activities on Listening Proficiency. In A. Pandian, C. Liew, & D. Tan (Eds.), Language Teaching and Learning: New Dimensions and Interventions (1st ed., pp. 292-314). Cambridge Scholars Publishing.