A Task-based Teaching Approach with Multiple Intelligences Features in Developing Chinese Students’ Speaking Competency

The study aimed to achieve three objectives: 1) identify the Multiple Intelligences (MI) perceived by Heilongjiang International University (HIU) students, 2) develop and implement a task-based English speaking course with MI features, 3) evaluate extent developed contributes improvement of HIU students’ abilities based on complexity, accuracy, fluency (CAF) components. was carried out 30 experimental control group students at University, China. Data were collected questionnaire survey, pre-test post-test, final tests focusing data analyzed using primary statistical measurements identifying Mean (M) Standard Deviation (SD), significance level. results indicated that regard self-perceived MI, Music Intelligence higher, while Logical-mathematical lower. As for ability, there found between post-test in COMPLEXITY value .001, ACCURACY .002, FLUENCY .001. conclusion is teaching practices features contribute terms accuracy fluency. findings are followed some implications learning.