A Quasi-Experimental Study On The Role Of Multiple Intelligences In Developing Motivational Orientation And Listening Proficiency Among Iranian Tefl Students
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Date
2011-08
Authors
Bemani Naeini, Maassoumeh
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Multiple Intelligences Theory (MIT) is believed to provide for teachers to
consider ESL/EFL learners’ individual cognitive and affective differences. However,
there is no research on cognition and affect in one single study to investigate the
problem of listening. Thus, based on the hypothesis that the aspects of listening might
be connected to the learners’ Multiple Intelligences (MI), the present study aimed at
investigating the relationship and potential impact of MI in and on 60 Iranian TEFL
students' Motivational Orientation (MO) and listening through the intervention of MIbased
activities in one academic semester. This pre-test/post-test quasi-experimental
study derived two assumptions from MIT: 1) accommodating students’ different
range of strengths, aiming to strengthen the weaknesses; 2) accommodating the
particular strength of students recognizing their preferences. Based on these
assumptions, two intact groups, with 30 subjects in each, were assigned to
Experimental Group 1 (EG1) and Experimental Group 2 (EG2). “EG1” was intended
to practice activities across all intelligences while “EG2” was formed based on the
subjects’ MI strengths. This study was a mixed methods research with triangulation
design. McKenzie’s (1999) MI Inventory was used to identify MI profiles. Also,
questionnaires were used to elicit quantitative and qualitative data about all
participants’ motivational orientation before the experiment.
Description
Keywords
Multiple Intelligences , Motivational Orientation And Listening Proficiency