EFL Male and Female Learning Styles and Multiple Intelligences A Case of Iranian EFL University Students

Subject Areas : Research in English Language Pedagogy

Mohammad Reza Sadeghi ¹

1 - Department of Foreign Languages, Isfahan University, Iran

Received: 2012-01-17 Accepted : 2012-02-29 Published : 2012-02-29

Keywords: Cross-gender studies, learning styles, multiple intelligences,

Abstract :

This study was an attempt to investigate a learning style and multiple intelligences survey distributed among two groups of senior-level EFL male and female students to use appropriate techniques and activities for different gender. Two standardized instruments were used during the data collection process. It should be noted that a t-test was conducted to conclude the differences between male and female groups. Since there was the same survey as a data elicitation instrument, it was possible to easily compare the results from the two groups. Furthermore, sufficient considerations of both audiences were taken into account during the design of the survey. The first part of the survey aimed at the students’ desired learning styles and the second part focused on multiple intelligences. Data analysis displayed the prevailing learning styles and multiple intelligences in each group. Furthermore, findings revealed that prevailing learning style preferences of the male group were visual, global, closure-oriented, extroverted, and intuitive learning style, respectively, whereas the female group preferred mostly a global, intuitive, closure-oriented, a visual, and finally an extroverted learning style. The findings of the study indicated that knowing the strengths and potentials of the male and female students regarding their multiple intelligences and learning styles would help both language teachers and students in order to make progress, develop language skills, and select appropriate syllabus designs and language learning methods.

References:

Armstrong, T. (1997). The myth of the ADD child: 50 ways to improve your child’s
 behavior and attention span without drugs, labels, or coercion. New York:    
        Plume.
Armstrongm, T. (1988). Learning differences—not disabilities”. Principal, pp.
        34–36.
Armstrong, T. (1999a). 7 kinds of smart: Discovering and identifying your
 multiple intelligences— Revised and updated with information on two new kinds of smart. New York: Plume.
Armstrong, T.(1999b). ADD/ADHD alternatives in the classroom. Alexandria,
        VA: ASCD.
Armstrong, T. (2003). You’re smarter than you think: A kid’s guide to multiple intelligences. Minneapolis, MN: Free Spirit Publishing.
Armstrong, T. (2008). Multiple intelligences in classroom. (3 rd edition).
       Alexandria, Virginia, USA.
Beloff, H. (1992).  Mother, father and me: Our IQ. The Psychologist, pp.5,
       309–311.
Bennett, M. (1996). Men’s and women’s self-estimate of intelligence. Journal of
Social Psychology, pp.136, 411–412.
Bennett, M. (1997).  Self-estimates of ability in men and women. Journal of
 Social Psychology,pp. 137, 540–541.
Bennett, M. (2000). Gender differences in the self estimation of ability. Australian
Journal of Psychology, pp.52, 23–28.
Byrd, M., & Stacey, B. (1993). Bias in IQ perception. The Psychologist, pp  6, 16. Christison, M. A. (1998b). An introduction to multiple intelligence theory and
         second language learning. In J. Reid (Ed.), Understanding learning styles in the second language classroom Upper Saddle River, NJ: Prentice Hall
        Regents, pp. 1-14.
Furnham, A. Parent estimates of their own and their children’s multiple
       intelligences. British Journal of Developmental Psychology, 2000, pp. 18,
       583–594.
Furnham, A. (2001). Self-estimates of intelligence: Culture and gender differences
        in self and other estimates of general (g) and multiple intelligences. Personality
 and Individual Differences, pp.31, 1381–1405.

Furnham, A., & Baguma, P. (1999). A cross-cultural study from three countries
      of self-estimates of intelligence. North American Journal of Psychology, pp.
      1, 69–78.
Furnham, A., Clark, K., & Bailey, K. (1999a).  Sex differences in estimates of
         multiple intelligences. European Journal of Personality, pp.13, 247–259. Furnham, A., & Fong, G. (2000). Self-estimated and psychometrically measured
         intelligence: A cross-cultural and sex difference study. North American
 Journal of Psychology, pp. 2, 191–199.
Furnham, A., Fong, G., & Martin, N. (1999b). Sex and cross-cultural differences
           in the estimated multifaceted intelligence quotient score for self, parents
 and siblings. Personality and Individual Differences, pp. 26, 1025–1034. Furnham, A., & Gasson, L. (1998). Sex differences in parental estimates of their
           children’s intelligence. Sex Roles, pp.38, 151–162.
Furnham, A., Hosoe, T., & Tang, T. (2001). Male hubris and female humility? A
          cross-cultural study of ratings of self, parental and sibling multiple
              intelligence in America, Britain, and Japan. Intelligence, pp. 30, 1001–115. Furnham, A., Rakow, T., & Mak, T. (2002a).The determinants of parents’ beliefs
          about the intelligence of their children: A study from Hong Kong.
            International Journal of Psychology. pp, 37, 343–352.
Furnham, A., & Rawles, R. (1995). Sex differences in the estimation of
         intelligence. Journal of Social Behavior and Personality, pp. 10, 741–745. Furnham, A., & Rawles, R. (1999). Correlations between self-estimates and
          psychometrically measured IQ. Journal of Social Psychology, pp.139,
          405–410.
Furnham, A., Wytykowska, A., & Petrides, K. V. (2005).Estimates of multiple
           intelligences: A study in Poland. European Psychologist, 10, 51–59. Gardner, H. (1993a). Frames of mind: The theory of multiple intelligences—10th
           anniversary edition. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st
           century. New York: Basic Books.
Graf, S., Kinshuk, & Liu, T.-C. (2009).Supporting Teachers in Identifying
         Students’ Learning Styles in Learning Management Educational Technology
 & Society, 12 (4), 3–14.
Hogan, H. (1978). IQ self-estimates of males and females. Journal of Social Psychology, pp,106, 137–138.
Keobke, K. (1998). Computers and collaboration: Adapting CALL materials to
        different learning styles. In J. Reid (Ed.), Understanding learning styles in the  second language classroom Upper Saddle River, NJ: Prentice Hall Regents,pp.
       46-51.
Lazear, D. (1999). Multiple intelligence approaches to assessment. Tucson, AZ:
         Zephyr.
Pedrosa de Jesus, H., Almeida, P. & Teixeira-Dias J.J. (2007). Where learners’
         questions meet modes of teaching: A study of cases. Research in Education,
         78, pp1-20.
Reid, J. (1987). The perceptual learning style preferences of ESL students. TESOL
 Quarterly, , 21, 87-111.
Silver, H., Strong, R., & Perini, M. (1997).Integrating learning styles and multiple
          intelligences. Educational Leadership, 55(1), 22–29.