Incorporating Multiple Intelligences in L2 Writing Classes: New Horizons in Redefining the Classroom

This article seeks to restore the notion of classroom in light emerging pedagogies. It attempts provide a sketchy introduction theory multiple intelligences and its potential gains ELT. Despite variance teaching methods approaches implemented classrooms, students’ results some topics have remained below par teachers’ expectations. solution students their differences learning preferences. investigates impacts accommodating profiles writing classes. To fulfill this objective, 114 male female participants majoring English at University Kairouan were asked write five-paragraph essay respond strategies questionnaire, inventory. The collected data statistically analyzed using Pearson Correlation ANOVA techniques probe possible correlations predictability levels between MI WS. findings indicated that there is significant degree learners’ intelligence they use when writing. As for on quality, revealed weak or no correlations. then suggested same study should be further elaborated within L2 context with larger population acknowledge preferences benefit from new dimensions paradigms Chronic deterioration learners different language current upheaval caused by striking pandemic Lack homogeneity syllabi provided university For above reasons, implementing Multiple Intelligences Theory (Gardner 1983/1999) Computer Assisted Language Learning level could boost teaching/ would reduce apprehension foster achievements. So, knowing individual integrating CALL allow teachers establish “broad range students” (Armstrong, 2009). Gardner (2006) also concludes “people very kinds minds… education which treats everybody way, actually most unfair education”. Briefly, incorporating whether cognitive artificial recognizing blended revolutionize inconveniences input output. Therefore, CLASSROOM effective, inspiring, prospective.