Master of Arts in Teaching (MAT)
This paper examines the implication of Multiple Intelligences Theory for learning styles in the EFL classroom. The multiple intelligence profiles of students and teachers at two secondary schools were obtained in order to determine their strengths and weaknesses in the different intelligences. In addition, the teachers’ and learner’s preferences for EFL activities catering for the intelligences were defined. Furthermore, the frequency of use of the EFL activities was examined in order to determine how the various intelligences were actually addressed in the teaching and learning processes. The research was conducted in Rijeka, Croatia, thus providing insights into a specific cultural context. Results showed the need for raising both the teachers’ and learners’ awareness of the existence of Multiple Intelligences learning styles, and of the far-reaching implications for the teaching and learning of English as a foreign language.
Cognition and Perception | Educational Assessment, Evaluation, and Research | First and Second Language Acquisition | Social and Philosophical Foundations of Education
Krstanoviæ, Irena Vodopija-, "Multiple Intelligences in the EFL Classroom: A Perspective in Context" (2003). MA TESOL Collection. 378.