Multiple Intelligences-Based Planning of EFL Classes

Autor/inn/en	Zebari, Sanan Shero Malo; Allo, Hussein Ali Ahmed; Mohammedzadeh, Behbood
Titel	Multiple Intelligences-Based Planning of EFL Classes
Quelle	In: Advances in Language and Literary Studies, 9 (2018) 2, S.98-103 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Multiple Intelligences; English (Second Language); Second Language Instruction; College Students; Gender Differences; Questionnaires; Kinesthetic Perception; Interpersonal Competence; Language Skills; Spatial Ability; Logical Thinking; Mathematics Skills; Music; Foreign Countries; Self Concept; Natural Resources; Statistical Analysis; Iraq + Suchen Sie Ihr Suchwort? Intelligenz (Psy); English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Geschlechterkonflikt; Fragebogen; Kinaesthetic perception; Ästhetische Wahrnehmung; Interpersonale Kompetenz; Language skill; Sprachkompetenz; Räumliches Vorstellungsvermögen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Musik; Ausland; Selbstkonzept; Natural Ressource; Natürliche Ressource; Statistische Analyse; Irak
Abstract	The present study aimed to set a plan for teaching EFL classes based on the identification of university students' dominant multiple intelligences in EFL classes, and the differences in the types of intelligence between female and male students in terms of their gender. The problem the present study aimed to address is that the traditional concept that "one size fits all" is still adopted by many EFL teachers, and that EFL students' differences and preferences are noticeably unheeded. It is believed that identifying students' dominant intelligences is a sound remedial solution for such a problem before embarking on any teaching program. Moreover, getting students aware of their different types of intelligence will motivate and encourage them in the classroom. The researchers used a questionnaire as a research instrument for data collection. The results arrived at showed that there were no significant differences in the types of intelligence between female and male students in terms of their gender, except for bodily-kinesthetic intelligence. They also showed that the dominant intelligences were ranked from the highest to the lowest as follows interpersonal, linguistic, spatial, logical-mathematical, bodily kinesthetic, intrapersonal, musical, and naturalistic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01