multiple intelligences (mi), second/foreign (l2) proficiency and gender are postulated to contribute to language learning strategies (lls). this study, first, examined whether there was any relationship between iranian efl learners’ lls, on the one hand, and their mi, l2 proficiency, on the other hand. in so doing, it explored the relationship of the overall l2 strategy as well as individual st...

L2 learners’ individual differences are crucial factors that deserve attention in L2 education. Focusing on 2 main areas of individual differences (i.e., field (in)dependence and multiple intelligences), this study explored their relationships with L2 reading performance. Participants were 64 TEFL undergraduates and postgraduates. To assess the participats’ degree of field (in)dependence and mu...

Gardner's theory of multiple intelligences and the multiple-intelligences perspective on learning, teaching, curriculum, and assessment are briefly described. Integral to this perspective are learning through engaging the full spectrum of student intelligences, teaching through multiple intelligences to emphasize enhanced understanding, employing multiple curricular options to foster learning t...

This paper is about issues relating to the assessment of multiple intelligences. The first section introduces the authors’ work on building measures of multiple intelligences and moral sensitivities. It also provides a conceptual definition of multiple intelligences based on Multiple Intelligences theory by Howard Gardner (1983). The second section discusses the context specificity of intellige...

the present study was an attempt, in the first place, to find out whether there is any relationship between iranian efl learners' multiple intelligences and their language proficiency. the second objective was to explore whether one of intelligences or combination of intelligences are predictors of language proficiency. to this end, 228 subjects of this study were chosen from among 280 eng...

Multiple intelligences (MI), second/foreign (L2) proficiency and gender are postulated to contribute to language learning strategies (LLS). This study, first, examined whether there was any relationship between Iranian EFL learners’ LLS, on the one hand, and their MI, L2 proficiency, on the other hand. In so doing, it explored the relationship of the overall L2 strategy as well as individual st...

Learning styles have been studied for many years; however, studies focusing on learning styles based on multiple intelligences theory for electronic learning are very limited. Knowledge of learning styles is important and may be useful in the development and conduct of e-learning in higher learning institutions and schools. The purpose of this study was to establish baseline information regardi...

following the widespread acceptance of multiple intelligences theory, thomas armstrong (1984), in the initiative action, integrated it with bloom's taxonomy and enriched the theory. actually, armstrong helped remarkable by this integration to classify each of multiple intelligences in each of the six levels of cognitive domain, as well as better planning and targeting and designing curricu...

Purpose of the study: This study aims to investigate senior high school students’ multiple intelligences and their academic achievement in science.
 Methodology: employs a descriptive correlational research design. The respondents this were 300 11th Grade students. Multiple Intelligences Inventory is used assess students' intelligence, while final grade science measures achievement.
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