Iranian EFL Learners’ Perceptions of Using Multiple Intelligence-Based Activities (MIBAs) to Improve Oral-Aural Skills
الموضوعات :
Marjan Lotfi-Khajouei
1
(
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
)
Roya Baharlouie
2
(
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
)
Hadi Salehi
3
(
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
)
Omid Tabatabaei
4
(
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
)
الکلمات المفتاحية: Perception, Multiple intelligence, Oral skills, Multiple Intelligence-Based Activities (MIBAs), Aural Skills,
ملخص المقالة :
Preparing proper activities in classroom setting and providing learners with them will lead to their success particularly in listening and speaking skills. This study aimed at exploring the learners’ perceptions of applying Multiple Intelligence-Based Activities (MIBAs) to improve these two skills. To this end, 30 Iranian intermediate EFL learners were selected and they were taught using some appropriate activities based on the definition of eight types of Gardner’s intelligence. The treatment period lasted for 10 weeks, three sessions of 60 minutes per week. After the treatment, two English perception questionnaires for speaking and listening with the same content based on the MIBAs were developed, validated, and administered. The data obtained from the questionnaires were analyzed using frequencies, percentages, item mean scores, and one-sample t test to get the learners’ perceptions of using these activities in their classes and their effects on improving listening and speaking skills. A semi-structured interview was also conducted to gain and support the data obtained from the participants. It could thus be concluded that all respondents had positive perceptions about the application of MIBAs for the purpose of L2 listening and speaking; moreover, this positivity was confirmed via the results of semi structured interviews. The findings may offer some implications for the fields of teaching, material preparation, and curriculum designing. Additionally, the findings can make optimal changes for assessment methods.
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