The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders

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Alizadeh Helen; SAEIDI MAHNAZ; HADIDI TAMJID NASRIN

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Journal: THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE Year:2014 | Volume:7 | Issue:14 Page(s): 1-22

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Information Journal Paper

Title

The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders

Author(s)

Alizadeh Helen | SAEIDI MAHNAZ | HADIDI TAMJID NASRIN | Issue Writer Certificate

Keywords

Multiple intelligencesQ1

Writing performanceQ2

GenderQ2

Abstract

After Gardner’ s Multiple intelligences Theory (MIT), some language teaching practitioners 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.

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APA: Copy

Alizadeh, Helen, SAEIDI, MAHNAZ, & HADIDI TAMJID, NASRIN. (2014). The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, 7(14 ), 1-22. SID. https://sid.ir/paper/181302/en

Vancouver: Copy

Alizadeh Helen, SAEIDI MAHNAZ, HADIDI TAMJID NASRIN. The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE[Internet]. 2014;7(14 ):1-22. Available from: https://sid.ir/paper/181302/en

IEEE: Copy

Helen Alizadeh, MAHNAZ SAEIDI, and NASRIN HADIDI TAMJID, “The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders,” THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, vol. 7, no. 14 , pp. 1–22, 2014, [Online]. Available: https://sid.ir/paper/181302/en

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