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

Farahani, Ali Akbar Khomeijani; Kalkhoran, Elnaz Latifi

doi:10.4304/tpls.4.1.58-64

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…These include teachers expressing a lack of confidence in their learners' abilities and experiencing limited autonomy in their teaching practices. Learners often face obstacles such as a lack of prior experience in autonomous learning, insufficient incentives to engage in autonomous learning, and an excessive reliance on their teachers (Farahani, 2014). Additionally, learners' limited exposure to English beyond the classroom, their primary focus on test performance, and the scarcity of relevant resources for both teachers and learners contribute to the challenges (Borg & Al-Busaidi, 2012).…”

Section: Challenges In Implementing the Principles Of Learner Autonom...mentioning

confidence: 99%

Practices and Perceptions of Teacher Educators on Learner Autonomy

Mouni

2024

J. Tikapur Mult. Campus

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This study explores practices and perception of English language teacher educator on learner autonomy. It aimed to identify the ways through which teacher educators practice autonomy in students learning and encourage them be autonomous. Using qualitative narrative inquiry research design, the data were collected through interviews with the five English language teacher educators teaching at undergraduate level, of Far Western University, Nepal. The findings of the study highlight a shared understanding of learner autonomy, emphasizing independent learning, self-direction, and responsibility. Teacher educators stress the pivotal role of instructors in promoting autonomy, advocating for a shift from traditional to student-centered methods. Despite a common understanding, challenges persist, including psychological factors, institutional constraints, and socio-cultural beliefs. The study also suggests the need to address these challenges through targeted strategies for successful promotion of learner autonomy in English language classrooms. Moreover, the study shows that even though it is challenging, teacher educators are making efforts to encourage students be autonomous in providing choices, goal-setting, encouraging self-evaluation, finding out the resources, preparing assignments, having class presentations into classroom practice using different strategies.

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Section: Challenges In Implementing the Principles Of Learner Autonom...mentioning

confidence: 99%

Practices and Perceptions of Teacher Educators on Learner Autonomy

Mouni

2024

J. Tikapur Mult. Campus

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The Relationship between EFL Learners' Multiple Intelligences and Vocabulary Learning Strategies Use with a Focus on Gender

Ahour¹,

Abdi²

2015

TPLS

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Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners

Sistani¹,

Hashemian²

2016

ELT

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This study, first, examined whether there was any relationship between Iranian L2 learners' vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners' VLSs. To these ends, 40 L2 learners from Isfahan University of Technology in Isfahan participated in the study, and the following instruments were utilized to collect the data: the Oxford Placement Test (OPT) to gauge participants' proficiency level, the Multiple Intelligences Questionnaire (Mckenzie, 1999), and a vocabulary learning questionnaire based on the framework adopted from Schmitt's (1990). The strategies were divided into five categories: determination, memory, social, metacognitive, and cognitive. To analyze the data, Pearson correlation was applied to find out the relationship between the participants' intelligence categories and their preferred VLSs. Then, multiple regression analysis was run to indicate the significance of the specific VLSs in the participants' intelligences. Results revealed that there was a strong positive relationship between participants' intrapersonal intelligence and their tendency toward the cognitive and metacognitive strategies. Moreover, as participants' scores in their interpersonal intelligence test increased, they inclined toward the social strategies more. A potential positive and significant relationship between visual/spatial intelligence and memory strategies and also linguistic intelligence and determination strategies was also found out. Overall results revealed that the participants made a significant difference regarding their decisions for particular VLSs, as intrapersonal, interpersonal, linguistic, and visual learners predicted more specific and significant VLSs in comparison with other types of intelligences.

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

Cited by 3 publications

References 18 publications

Practices and Perceptions of Teacher Educators on Learner Autonomy

Practices and Perceptions of Teacher Educators on Learner Autonomy

The Relationship between EFL Learners' Multiple Intelligences and Vocabulary Learning Strategies Use with a Focus on Gender

Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners

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