Investigating Iranian EFL students’ perceptions towards incorporating multiple-intelligences based tasks into their classroom activities
الموضوعات : Curriculum Research
Mohammad Hassan Alishahi
1
,
Hossein Khodabakhshzadeh
2
,
Hamid Ashraf
3
1 - Ph.D. Candidate, Department of English, Torbat-e- Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran
2 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
3 - Department of English, Torbat-e- Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran
الکلمات المفتاحية: Classroom activities, High school Students’ Perceptions, Multiple Intelligences Based Tasks, Supplementary Materials,
ملخص المقالة :
Studying a foreign language in a rewarding and motivating atmosphere will create a perfect setting to enhance language proficiency. It appears that course books and class activities are crucial in this context. This experimental research aimed to find the efficacy of supplementary materials designed based on multiple intelligences on learners' attitudes towards classroom activities (enjoyment, engagement, choice, and challenge). To that end, a two-phase study was planned. First, the researchers developed tasks for each lesson of Vision series, the book taught in the high schools of Iran. Then, the experimental groups (N=60) were exposed to the designed tasks and the course book while the control group (N=60) were exposed just to the course book for four months The Babel proficiency test, along with the translated edition of the Students’ Perceptions of Classroom Activities Scale was given to the experimental and control group participants as the pretest and posttest to examine the impact of the developed tasks on their perceptions of classroom activities. The results of multivariate analysis of variance (MANOVA) indicated that the designed tasks had positive and significant effect on the students’ interests, challenge, choice, and joy.
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