On the Relationship of Multiple Intelligences With Listening Proficiency and Attitudes Among Iranian TEFL University Students

Abstract

Gardner’s (1983) Multiple Intelligences Theory (MIT) has been found to have profound implications in teaching English as a foreign language (TEFL) in that it provides a way for teachers to recognize learners’ individual cognitive and affective differences by providing favorable motivational conditions for learning. However, little investigation has focused on the domains of cognition and affect in a single study. Therefore, this study investigates two facets: the relationship of Multiple Intelligences (MIs) with listening among Iranian TEFL university students and the possible relationship between the type of intelligence the students fall into and their attitudes toward learning English. In this study, McKenzie’s (1999) MI Inventory was used to identify 60 participants’ preferred intelligences. The participants comprised an intact group randomly assigned to the experiment. A Likert-type questionnaire was employed to elicit data about participants’ levels of personality traits that accounted for their attitudes to language-learning. Also, the participants’ listening comprehension proficiency was measured using the listening section of a retired TOEFL test. Data analysis using Pearson correlation revealed no significant relationship between the score of listening and any of the MIs. Similarly, the results indicated no significant difference between MIs and attitudes.

The Effectiveness of Using Multiple Intelligences Supported Project Based Learning and Participatory Learning in Developing Prospective Teachers' EFL Receptive Skills and English Language Learning Satisfaction

“…They learnt best through group work, team involvement and sharing their ideas. These results are consistent with Naeini & Pandian (2010) and Kok (2013) who clarified the relationship between listening comprehension and multiple intelligences. Listening is a complex and an active process of receiving and giving feedback to verbal and sometimes nonverbal messages.…”

Factores psicopedagógicos que afectan a la adquisición de la comprensión oral de la L2 en diversos contextos españoles bilingües y no bilingües: influencia de las inteligencias múltiples

“…The findings indicate that there is a positive correlation between MI and listening achievements. The research conducted by Naeini and Pandian (2010), and Davoudi and Chavosh (2016) explores the way in which multiple intelligences and listening self-efficacy scores are linked. The findings from both studies indicate a positive correlation.…”

The Relationship between Incidental Vocabulary Learning and Multiple Intelligences of Iranian EFL Learners

“…There are some studies which were done in the area of intelligence and different components of language. For example in a study, Naeini and Pandian (2010) investigated the relationship between MI and listening proficiency. They found that there is no significant relationship between MI and listening.…”