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The present mixed-methods classroom-based study investigated whether the provision of multiple intelligences teaching approach to physically disabled learners could contribute to activating multiple intelligences and have a positive impact on their classroom engagement. To address this issue, three intact classes of 10 Iranian physically disabled learners participated in this study. In so doing, the study utilized an experimental design with 10 participants in the control group and 20 participants in two experimental groups. Drawing on quantitative and qualitative analysis, the results indicate that, over six months, the use of the multiple intelligences teaching approach contributed to a significant improvement in the learners' multiple intelligences. The implementation was also successful in raising the learners' classroom engagement. Further, comparing the first language (Persian) & second language (English) multiple intelligences-based instruction, L2 (English) multiple intelligences-based instruction was more effective in fostering physically disabled learners' multiple intelligences and classroom engagement.

The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group). After three months of instruction, twice a week, 2story books named the "Good Dinosaur" and "Little Prince" including totally 20 chapters in both groups and animation films including 60 minutes divided into 6 to 7 minutes in each session in experimental group were presented. To estimate the primary knowledge of the subjects, a pretest was taken from both groups and after the experiment came to an end, a posttest was followed. The result revealed that a meaningful relationship could be identified between the procedures incorporated for both groups. However, the experimental group achieved higher degree of achievement using animation films presented to them by scoring higher in the total mean and also, interview participants were satisfied with the use of animation films in the reading class.

Background: Gardner’s multiple intelligences (MI) theory offers great opportunities to improve the diverse abilities potential in disabled learners. The current study investigated the effect of the MI teaching approach on physically disabled learners’ MI and ego resiliency. Methods: The purposive sample included male and female participants aged 14 to 30 years at the Arseye-Talash Institute in Urmia, West Azerbaijan for students with disabilities. To gain a complete picture of the phenomenon, the study used self-report questionnaires and semi-structured interviews. The study utilized an experimental design that included 30 participants overall, with 10 participants in a control group and 20 participants in two experimental groups according to the multiple intelligences-based instructions (MIBI) they received: first language (Persian)-oriented MIBIs & second language (English)-oriented MIBIs. For both experimental groups (n = 20), active and passive intelligences of the students were identified using a MI test. Then, the instruction was tailored to designing tasks to activate the passive intelligence for both groups. The control group (n = 10) received no training. The data were analyzed in SPSS software using ANOVA and Tukey’s post hoc HSD test. Results: Findings indicated that the use of the MI-based teaching approach contributed to a significant improvement in the learners’ MI (P <0.01) and ego resiliency (P <0.01). Furthermore, findings showed a positive impact of L2-oriented (English) MIBIs compared with L1-oriented (Persian) MIBI on physically disabled learners’ ego resiliency (P <0.01); however, no significant difference was found between the two languages’ MIBIs (P >0.01). Conclusion: The more diverse a learner’s experience, the more effective their learning will be, and accordingly, the more successful they will be in a world of challenges. This holds especially true for physically disabled learners who have diverse experiences and hence diverse learning needs.

The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners’ writing skill. To follow this goal, a research questions were designed and proposed. The questions sought to explore the impact of using metacognitive awareness instruction on the writing performance of the learners. To achieve this goal, two groups of high school EFL learners established the participants of the study. To collect the data of the study, three instruments were used: a test of homogenization, pre and post writing tests and finally intrinsic motivation questionnaire developed and examined by (Renee Payne, 2007). The achievements of the study indicated the positive impact of using MAI on the writing improvement of the learners.