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This scholarly journal article talks about a study that was done to show the effects of multiple intelligences used in a ninth-grade English as a foreign language classroom. This study took place in public schools in Irbid/Jordan and consisted of four ninth-grade sections. There were two male and two female sections. A reading comprehension test was constructed, and the results showed that there was a significant difference in the student’s reading comprehension because of the teaching strategies, but there was no significant difference in the students reading comprehension because of the student gender. Reading comprehension is important for every student’s learning and is an important skill, especially in a language course. In Jordan, one of the most important objectives of teaching English is to make sure that students read and understand what they are reading. To check for understanding, teachers have students answer comprehension questions after each reading. Students should be able to make evaluations, solve problems, and analyze what was being read. Since all students learn in different ways, teachers must find the right strategies to fit diverse learning styles. “In order to achieve the skills necessary such as student metacognition, comprehension strategies, and higher-order thinking skills to respond to open-ended questions, multiple intelligences strategies need to be incorporated into every classroom language” (Jallad and Abdelrahman, 2008). According to Howard Gardner, multiple intelligences “is the endorsement of three propositions 1) we are not all the same, 2) We do not all have the same kind of mind and 3) Education works most effectively if these differences are taken into account rather than neglected” (Jallad and Abdelrahman, 2008). The study that was conducted is an attempt to fill the gap between theory and practice. For each student to succeed, it is the teacher’s job to provide every student with different bits of intelligence to learn. The research was also done with middle-school Kuwaiti Children. Three fifth-grade classes with about 30 students in each class were part of this study. By using multiple intelligences there was an increase in reading comprehension. This source is vital to my research project because it shows the importance of multiple intelligences and gives evidence that teachers should include different teaching strategies within their classrooms.
Mahmoud, S. S., & Alaraj, M. M. (2019). Integrating Multiple Intelligences in the EFL Syllabus: Content Analysis. Theory and Practice in Language Studies, 9(11), 1410.
Summary
The scholarly journal article shares important information relating to including Multiple Intelligences in EFL classrooms. Gardner introduced the idea of Multiple Intelligences to be considered as the traditional view of teaching and testing. One key idea that was mentioned, was that students are not responding within the classroom because their preferences are not taken into consideration when they are in the classroom. Students become uninterested in the material that is being taught. Educational methods should be more flexible for learners’ needs. A majority of EFL coursebooks are created in a way that only focuses on linguistic and logical interests. Those individuals that create the books do not take into consideration that students learn in different ways, and some learn through pictures, diagrams, etc. If Multiple Intelligences were included within the classroom, all student’s needs would be met. Each different intelligence has an impact on a specific skill in language learning. The study that was conducted focuses on which of intelligence are integrated within the classroom. English language teachers use multiple intelligences, but there are only four intelligence that the book included. It is recommended that more are included, and students’ intelligence profiles are considered. After completion of the study, it has become clear that multiple intelligences provide different activities for students which add interest and motivation, and teachers are able to meet their learning styles. Each person has all different types of intelligence but at varying levels. This intelligence can be enhanced with specific instruction used within the classroom. Teachers need to be informed and aware of which activities correspond to which intelligence type. They also need to expand the techniques and strategies of each intelligence. Using multiple intelligences not only helps teachers meet their students learning styles, but it also provides a variety of activities in the classroom. When teachers include different activities, it adds interest and motivation for students. This source is useful to my research because it shows proof that multiple intelligences should be included within EFL and regular classrooms. Incorporating all multiple intelligence types within the classroom, it allows students opportunities to learn and expand their knowledge.
Northern Illinois University, Faculty Development, and Instructional Design Center. (n.d.). Howard Gardner’s Theory of Multiple Intelligences. Northern Illinois University.
Summary
This website article that was posted on Northern Illinois University goes into detail about each of the nine multiple intelligences. This information will be beneficial to my research project because it gives me information about each intelligence so I can explain each intelligence within my paper to inform my audience on its importance and what each one is. Each one of these intelligence relates to a person’s capabilities and interests. Although this article is not related to EFL classrooms, it is still relevant because of the teaching strategies. Gardner’s Multiple Intelligences include, “1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings, and rhythms of words) 2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns) 3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly) 4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully) 5. Musical intelligence (ability to produce and appreciate rhythm, pitch, and timber) 6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations, and desires of others) 7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs, and thinking processes) 8. Naturalist intelligence (ability to recognize and categorize plants, animals, and other objects in nature) 9. Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, What is the meaning of life? Why do we die? How did we get here?” (p. 1). This source also contains a breakdown of each of the different tasks that can be related to the different bits of intelligence which will help me when I am doing my research project and incorporating the different studies I have found. I will begin my research paper by talking about Multiple Intelligences in detail and using this source to cite what I am saying. I will continue by using other information that I found in other articles and relate back to this article when they say which intelligence is being used. Since this article contains so much important information and is the basic foundation for my chosen approach, I need it for my project.
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