چکیده:
After Gardner’s Multiple Intelligences Theory (MIT), some language teachingpractitioners set out to teach students in a way to help their dominant intelligence(s) blossom. In an EFL context, usually teachers’ main focus is to develop communication skills. Nowadays, writing is one of the main ways by which people communicate. Thus, this study aimed at investigating possible relationship between Multiple Intelligences and writing performance of Iranian EFL learners across different genders. To conduct this study, 15 male and 15 female advanced EFL learners from a reputable institute in Tabriz participated. They passed through a placement test to enter the course, yet the researchers administered a Test of English as a Foreign Language (TOEFL) to ensure homogeneity in the group. After a session of introducing the project’s purpose, Multiple Intelligence Developmental Assessment (MIDAS) questionnaire was administered for obtaining participants’ Multiple Intelligence profile. Later, the participants were given a text and asked to read and summarize it. The collected writings were analyzed for grammatical accuracy, complexity and quality of the writing based on Jacob et al.’s (1981) scale. The results of the correlational analysis revealed that overall Multiple Intelligences correlated positively with the quality of the female learners’ writing. The findings suggest that English teachers consider the role of multiple intelligences in learning and teaching process and provide more effective activities to help learners of different intelligences improve their foreign language writing skill.
خلاصه ماشینی:
"The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders Helen Alizadeh1, Mahnaz Saeidi*2 , Nasrin Hadidi Tamjid3 1,2,3 Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran *Corresponding author: m_saeidi@iaut.
Thus, this study aimed at investigating possible relationship between Multiple Intelligences and writing performance of Iranian EFL learners across different genders.
The findings suggest that English teachers consider the role of multiple intelligences in learning and teaching process and provide more effective activities to help learners of different intelligences improve their foreign language writing skill.
By growing interest in Multiple Intelligences as an internal factor which can have a positive effect on learners’ writing performance, researchers such as Dung and Tuan (2011) state that teachers must find ways to explicitly introduce, develop, and integrate MI into learning process.
In another study Loori (2005) conducted a research with 90 international English learners at ESL centers at three universities in the United States of America and found that males showed higher preference in logical/mathematical intelligence whereas female participant preferred learning activities involving intrapersonal intelligence.
The findings were interesting in that Gardner’s (1983) claim that Linguistic Intelligence is the sensitive to spoken and written language and the ability to use and learn new languages had made the researcher expect to find a positive relationship between linguistic intelligence and aspects of writing prior to the study; however, to his surprise, no significant relationship was shown by the results between the variables."