Revisiting Multiple Intelligence Theory to Boost Writing Performance

Year 2019, Volume: 5 Issue: 2, 47 - 67, 14.12.2019

Cemile Dogan

Abstract

This experimental study aimed to investigate the
effect of Multiple Intelligence Theory on EFL learners’ writing performance.
The issue of stimulating learners to become better writers was addressed
through using a selection of activities prepared to trigger the multiple
intelligences defined by the founder of Multiple Intelligence theory, Howard
Gardner. In the study, both experimental and control groups analyzed the same
materials. The course of treatment for the experimental group was outlined
through inclusion of multiple intelligences activities during ‘while-stage’ of
writing. In the control group, on the other hand, there was not any
intervention in the planned flow. The results of the study yielded that the
learners whose multiple intelligences were activated during implementation
displayed better performance in writing. The findings are discussed in line
with the current status and several implications are provided for utilizing the
multiple intelligences in ELT. 

Keywords

EFL, writing skill, Multiple Intelligence theory, language teaching

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