EFL Teachers’ Multiple Intelligences and Their Classroom Practice

Abstract

This study sought to investigate whether there are differences among EFL instructors of various intelligence types in terms of the types of activities that they implement in their classes. It also sought to investigate teachers' perceptions about the theory of multiple intelligences. To this end, 30 male and female EFL instructors teaching the same textbook with the same method of teaching participated in the present study. To gather the data, three successive sessions of each class were observed and the class activities were recorded through an observation schedule. Semistructured interviews were also carried out to explore the teachers' perceptions of multiple intelligences. And finally, teachers' dominant type of intelligence was determined by Multiple Intelligences Checklist. The results of one-way ANOVA and post hoc test revealed that only teachers of logical-mathematical type were influenced by their dominant intelligence type and other intelligence types did not exert a significant influence on the types of activities being implemented in the classes. The results of this study can be a fillip at least for teachers with logical-mathematical intelligence to be careful about their dominant intelligence type, not allowing it to affect their teaching and to compel them to use activities in line with their dominant intelligence.

Assessment of multiple intelligences in elementary school students in Mexico: An exploratory study

“…On the other hand, we must consider that possibly the reason why students have little difference in the classifications of MI is that the teachers do not motivate their students to exercise it. There are certain studies where it has been found that the application of MI during class by teachers helps to improve the academic development of students (Dolati and Tahriri, 2017;Ghamrawi, 2014;Yaumi et al, 2018). In further research, this could be a better way to analyze MI by considering to study both the teacher and the students, not just one or the other.…”

Contextualized differentiated instruction in contemporary issues vis-à-vis the development of its COVID-19 model

“…Hence, teachers need training on how to infuse MI in the curriculum framework to create authentic learning experiences that increase student performance (Johnson, 2007). Teachers' multiple intelligences and their classroom practices showed dominance in logical-mathematical intelligence in line with the activities they used (Dolati & Tahriri, 2017). If this is true, then, how can the potential for holistic development be formed when teachers set the limitations of the students' learning?…”

Inteligencias Múltiples: un Análisis al actuar del docente

“…Educación y TErriTorio iSSn:2256-3986 -imprESa iSSn: 2256-3431 ElEcTrónica Por lo tanto, una gran variedad de estudiosos de la teoría de Gardner (Gunst, 2004;Dolati y Tahriri, 2017;Ghamrawi, 2014;Serin, Serin, Yavuz y Muhammedzade, 2009;Ramírez, 2014) concuerdan con que hay una relación estrecha entre el estilo de enseñanza de los docentes y sus propias inteligencias predominantes, además de admitir la importancia de experimentar y estudiar dicha relación. Igualmente, es el mismo Gardner (1995), en su narrativa de "La teoría en la práctica", quien promueve la importancia del estudio y la revisión de su teoría al interior de la escuela y el salón de clases: "Dentro del área de la educación, actualmente muchos proyectos están examinando las aplicaciones de la teoría.…”