on teaching to diversity: investigating the effectiveness of mi-inspired instruction in an efl context

this study reports an experiment conducted to investigate the effectiveness of implementing mi-inspired instruction in an efl context. to this end, a group of ten intermediate female students took part in a quasi-experimental study. at the beginning of the experiment, multiple intelligences survey (armstrong, 1993) was administered to determine the participants’ mi profiles. the participants were pre-tested using oxford placement test (opt) (allen, 2004) to determine their level of proficiency. during the control phase, the participants received so-called ‘mi-poor’ instruction which mostly focused on verbal-linguistic type of intelligence among others. during the experimental phase, based on the initial mi survey and students’ exit slips, a variety of activities were implemented to invoke various types of intelligence. at the end of both control and experimental phases, opt along with headway stop & check tests were administered. opt was administered to determine the participants’ general progress and stop & check tests were given to trace any possible specific progresses. the findings of the study revealed a significant performance on stop & check tests which was indicative of the at least partial effectiveness of implementing mi-inspired instruction.