On the Relationship between Iranian EFL Learners' Multiple Intelligences and Their Learning Styles

Abstract

Abstract-The current work reports investigation of the relationship between Iranian EFL learners' multiple intelligence (MI) profiles and their learning styles (LSs). The study also attempts to find out the most and the least dominant learning styles among the participants. The study further examines whether there is any significant difference between genders in using the different types of learning styles. To this end, two questionnaires, a 90-item multiple intelligences questionnaire and a 24-item learning styles questionnaire adapted from Willing (1988), were distributed among 120 Iranian EFL learners (60 males and 60 females) during their class time at the universities of Sistan and Baluchestan, Iranshahr, and Yasuj. In order to find answer to the first research question, the Pearson Correlation analysis showed that there is a significant positive relationship between the different types of multiple intelligences and learning styles in particular and the multiple intelligences and learning styles as general factors. Descriptive statistics was also run and considered communicative type of learning styles as the most dominant type and Authority-oriented learning style as the least dominant learning style type. Finally, the results of an independent-samples t-test analysis revealed that there is only a significant difference between male and female students in using communicative type of learning styles. That is, female students use this type of learning style more than male ones. The data analyses further indicated that there is no significant difference between genders in employing learning styles as a general factor.

An Investigation between Multiple Intelligences and Learning Styles

“…This result was parallel with Panahandeh et al (2015)'s study. In the study, some positive relationship between learning styles and intelligences in terms of gender and intelligences types, especially, were found.…”

“…A statistically significant relationship between learning styles and multiple intelligences was also determined. Similarly, in the Iranian context, Panahandeh et al (2015) conducted a study to identify the relationship between EFL learners' multiple intelligences and their learning styles. They also focused on the most and the least dominant learning styles and investigated the difference between genders.…”

The Relationship between Social Sciences High School and Science High School Students' Multiple Intelligence Levels and Learning Styles

“…In studies examining the relationship between high school students' multiple intelligences and learning styles, there is a positive relationship between learning style and multiple intelligence domains (Baleghizadeh & Shayeghi, 2014;Snyder, 1999;Alrabah, Wu & Alotaibi, 2018). In studies examining the relationship between intelligence types and learning styles of university students, it was found that there are significant differences between the intelligence domain and learning style (Tekiner, 2005;Seifoori & Zarei, 2011;Panahandeh, Khoshkhoonejad, Mansourzadeh, & Heidari, 2015;Aygül & Koç, 2016;Şener and Çokçalıkan 2018). This research and the results of similar studies in the literature show that multiple intelligences significantly affect students' learning styles and students tend to prefer learning styles that are compatible with their intelligence preferences.…”

“…Baleghizadeh & Shayeghi (2014) analyzed the relationship between Iranian students' multiple intelligence types and learning styles in different age groups and found a statistically significant difference. Panahandeh, Khoshkhoonejad, Mansourzadeh & Heidari (2015) examined the relationship between university students' multiple intelligence and learning styles and determined significant differences between learning styles and intelligence types. Aygül & Koç (2016) found a statistically significant difference between vocational high school students' multiple intelligence and their teaching styles.…”