Incorporating Multiple Intelligences in Grammar Instruction: A Strategic Framework for Teaching Saudi EFL Learners
DOI:
https://doi.org/10.17507/tpls.1509.26Keywords:
dominant intelligence, effective language acquisition, MI-based grammar instruction, student engagement and achievementAbstract
Conventional EFL Grammar instruction emphasizes rote memorization and rule-based learning, often disregarding students' cognitive strengths. However, recent studies revealed that language instructors could empower their students by customizing grammar lessons to their linguistic, interpersonal, and intrapersonal intelligences. Therefore, this study evaluates which linguistic, interpersonal, or intrapersonal intelligence-based grammar instruction is most effective in Saudi EFL classrooms. This quasi-experimental study devised and implemented an instructional module comprising linguistic, interpersonal, and intrapersonal intelligence over six weeks. Pre and post-test scores were analyzed to determine which intelligence method was most effective in teaching Grammar instruction. A repeated measures MANOVA revealed a significant impact on the scores across all groups following the intervention. It was demonstrated that interpersonal groups showed the highest mean gains, followed by linguistics and intrapersonal groups. The findings suggest that adapting grammar instruction to students' multiple intelligences could significantly enhance grammar learning and effective language acquisition.
References
Abas, M., Solihatin, E., & Nadiroh. (2019). Effect of Instructional Models and Interpersonal Intelligence on the Social Studies Learning Outcomes. International Journal of Instruction, 12(4), 705- 718. https://doi.org/10.29333/iji.2019.12445a
Aghaei, H., Jafari, S. S., & Memari, M. (2015). Investigating the Relationship Between Intrapersonal Intelligence of EFL Learners and Their Critical Thinking. Journal of Research in Applied Linguistics, 5(Special Issue), 18-25. 10.22055/rals.2015.11265
Alishahi, M. H., Khodabakhshzadeh, H., & Ashraf, H. (2025). Examining the impact of multiple intelligences based supplementary materials on the learners’ language achievement. International Journal of Instruction, 18(2), 227-244. https://e-iji.net/ats/index.php/pub/article/view/733
Bao, T. (2024). Interplay of internal and external factors: the role of emotional intelligence and classroom environment in Korean communicative intentions. Current Psychology, 1-17. https://doi.org/10.1007/s12144-024-07048-4
Baş, G., & Beyhab, Ö. (2010). Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson. International Electronic Journal of Elementary Education, 2(3), 365-386.
Behjat, F. (2012). Interpersonal and intrapersonal intelligences: Do they really work in foreign-language learning?. Procedia-Social and Behavioral Sciences, 32, 351-355. https://doi.org/10.1016/j.sbspro.2012.01.052
Borich, G. D. (2017). Effective teaching methods: Research-based practice. Pearson.
Doolittle, P. E., Hicks, D., Triplett, C. F., Nichols, W. D., & Young, C. A. (2006). Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education, 17(2), 106-118.
Erlina, D., Marzulina, L., Astrid, A., Desvitasari, D., Sapriati, R. S., Amrina, R. D., & Habibi, A. (2019). Linguistic intelligence of undergraduate EFL learners in higher education: A case study. Universal Journal of Educational Research, 7(10), 2143-2155. 10.13189/ujer.2019.071012
Farajnezhad, Z., & Tabatabai, O. (2019, December). Relationship between Emotional Intelligence and Reading Comprehension Ability and Vocabulary Knowledge of Iranian EFL Learners in Tehran Azad Universities. In The Sixth International Conference on Applied Research in Language Studies.
Garavand, N., Azizifar, A., Gowhary, H., & Welidi, S. (2022). Relationship between linguistic intelligence of EFL learners and their performance on grammar. Journal of Language and Translation, 13(2), 151-161.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Handayani, R., Sakkir, G., & Kasman, R. (2021). The Influence of Verbal-Linguistic Intelligence on Students Learning Outcomes in English at SMA Negeri 1 Sidrap. EduLine: Journal of Education and Learning Innovation, 1(2), 141-148. https://doi.org/10.35877/454RI.eduline606
Helwa, H., & Sabry, H. (2021). The Effectiveness of Using Multiple Intelligences Supported Project Based Learning and Participatory Learning in Developing Prospective Teachers' EFL Receptive Skills and English Language Learning Satisfaction. Journal of Education, 58(1), 1-57.
Iyitoglu, O., & Aydin, H. (2015). The relationship between multiple intelligence profiles and reading strategy use of successful English as a Foreign Language (EFL) readers. South African Journal of Education, 35(2), 1-11. https://hdl.handle.net/10520/EJC171013
Jouzdani, M., & Biria, R. (2016). The relationship between interpersonal and intrapersonal intelligences and vocabulary learning strategies used by EFL learners. International Journal of English and Education, 5(1), 119-138.
Kentab, M. Y. (2016). Saudi Intermediate School EFL Teachers' Views in the Kingdom of Saudi Arabia of the Multiple Intelligences Theory as an Inclusive Pedagogy. Journal of Education and Practice, 7(17), 105-122.
Mahdavy, B. (2008). The role of multiple intelligences (MI) in listening proficiency: A comparison of TOEFL and IELTS listening tests from an MI perspective. Asian EFL Journal, 10(3), 109-126.
Mobashshernia, D. R., & Mashadi Aghazadeh, S. (2018). The relationship between the interpersonal intelligence and reading comprehension achievement of Iranian bilingual and multilingual EFL learners. International Journal of Research in English Education, 3(3), 13-20. 10.29252/ijree.3.3.13
Pitychoutis, K. M., & Al Rawahi, A. (2024). Smart Teaching: The Synergy of Multiple Intelligences and Artificial Intelligence in English as a Foreign Language Instruction. Forum for Linguistic Studies, 6(6), 249–260. DOI: https://doi.org/10.30564/fls.v6i6.7297
Rahimi, M., Sadighi, F., & Hosseiny Fard, Z. (2011). The impact of linguistic and emotional intelligence on the reading performance of Iranian EFL learners. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 30(1), 151-171.
Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language proficiency. The Reading Matrix, 8(2), 155-174.
Rizqiningsih, S., & Hadi, M. S. (2019). Multiple intelligences (MI) on developing speaking skills. English Language in Focus (ELIF), 1(2), 127-136. https://doi.org/10.24853/elif.1.2.127-136
Saibani, B., & Simin, S. (2015). The relationship between multiple intelligences and speaking skill among intermediate EFL learners in Bandar Abbas Azad University in Iran. International Journal of Research Studies in Language Learning, 4(2), 43-56. 10.5861/ijrsll.2014.861
Salehi, H., Keshtiarast, B., & Rahimi, M. A. (2023). Relationship Between Iranian Intermediate EFL Learners’ Interpersonal and Intrapersonal Intelligences and Their Speaking Skill. Journal of Practical Studies in Education, 5(1), 7-16. https://doi.org/10.46809/jpse.v5i1.79
Salem, A. A. (2013). The impact of multiple intelligences-based instruction on developing speaking skills of the pre-service teachers of English. English Language Teaching, 6(9), 53-66. http://dx.doi.org/10.5539/elt.v6n9p53
Samiyan, L. V. (2013). The relationship between linguistic intelligence and L2 learning strategies among EFL learners with intermediate level of proficiency. Journal of literature, language, and linguistics-An Open Access International Journal, 1, 89-93.
Savas, P. (2012). Pre-service English as a foreign language teachers' perceptions of the relationship between multiple intelligences and foreign language learning. Learning and Individual Differences, 22(6), 850-855. https://doi.org/10.1016/j.lindif.2012.05.003
Shakouri, N., Sheikhy Behdani, R., & Teimourtash, M. (2017). On the relationship between linguistic intelligence and recalling lexical items in SLA. International Journal of Research Studies in Education, 6(4), 29-36. https://doi.org/10.5861/ijrse.2016.1644
Soleimani, H., Moinnzadeh, A., Kassaian, Z., & Ketabi, S. (2012). The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English. English Language Teaching, 5(9), 45-53.http://dx.doi.org/10.5539/elt.v5n9p45
Syafik, M., & Raihany, A. (2020). A Comparative Study on English Speaking Skill between Interpersonal and Intrapersonal Students in the Third Semester of the English Teaching Learning Program of STAIN Pamekasan. PANYONARA: Journal of English Education, 2(1), 1-18. https://doi.org/10.19105/panyonara.v2i1.3017
Tawalbeh, T. E. I. (2016). Investigating EFL Learners' Multiple Intelligences in the Preparatory Year at Taif University. Theory & Practice in Language Studies, 6(7), 1347-1356. http://dx.doi.org/10.17507/tpls.0607.03
