The Interplay of Multiple Intelligences with Iranian EFL Learners’ Grammatical Complexity, Accuracy, and Fluency [پايان نامه لاتين]
Somayeh Ghahremanian
| Record Identifier: | 51799 |
| Title: | The Interplay of Multiple Intelligences with Iranian EFL Learners’ Grammatical Complexity, Accuracy, and Fluency |
| Personal Name: | Somayeh Ghahremanian |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| Department: | English language |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2024 |
| Abstract: | Building upon Howard Gardner's Multiple Intelligence Theory, which categorized human intelligence into eight distinct types and posited the possibility of a ninth, numerous studies have investigated the relationship between his Multiple Intelligence (MI) theory and various skills in language learning. However, a notable gap remains in the existing literature regarding the connection between MI and writing skill among the learners of English as a Foreign Language (EFL). This study aimed to address this knowledge gap by examining the relationship between MI and grammatical Complexity, Accuracy, and Fluency (CAF), as a framework to assess writing proficiency. A quantitative study was conducted with 244 EFL learners between the age of 18 to 37 from six language institutes in Tehran, Iran. Participants completed the Persian version of the McKenzie Multiple Intelligence Inventory and a 100-150-word essay writing task. The essay samples were evaluated using CAF indices according to Larsen-Freeman's profile (2006) applying Polio T-unit guideline (1997) and Polio and Shea's guideline (2014), achieving high inter-rater and intra-rater reliabilities. Multiple regressions showed that verbal, intrapersonal, and interpersonal intelligences were the best predictors of fluency in writing. Furthermore, gender and age did not mediate the relationships between MI components and fluency in writing. The findings suggest that researchers and practitioners should approach the role of MI in language learning, or at least writing skills, with caution. Since no treatment was applied, it can be concluded that these three intelligences could be the potential ones having effective roles in L2 writing. The study contributes to the limited understanding of MI in EFL writing proficiency and provides implications for language instruction. |
| شماره ثبت | نسخه | جلد | بخش | مرجع | شماره بازیابی | در دست امانت | تاریخ بازگشت | ملاحظات | |
|---|---|---|---|---|---|---|---|---|---|
| 228484 | 1 |
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