An Investigation of the Manifestation of Multiple Intelligences in the Vision Textbooks Series
Subject Areas : Journal of Teaching English Language Studies
1 -
Keywords: Multiple Intelligences, Vision series, textbook evaluation, language learning, curriculum design ,
Abstract :
This study investigates the representation of Gardner’s Multiple Intelligences (MI) in the Vision series of English language textbooks used in Iranian high schools. The research aims to determine whether the exercise sections of Vision 1, 2, and 3 provide opportunities for students to engage with activities that align with MI theory. A questionnaire was developed based on the content of the textbooks and administered to 40 teachers with diverse educational backgrounds (BA, MA), age groups (25–50 years), and teaching experience (2–32 years). The results indicate a unanimous agreement among teachers that the textbooks contribute to activities engaging students with MI, though the extent of representation varies significantly across lessons and books. Linguistic and logical-mathematical intelligences were the most frequently represented, while musical, bodily-kinesthetic, and naturalist intelligences were underrepresented. This study highlights the importance of incorporating MI in textbook design to enhance language learning outcomes and suggests revisions to ensure a more balanced representation of intelligences.
References:
Abbasian, R., & Khajavi, Y. (2012). English language teaching program of universities: Does it cater for multiple intelligences of students? Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 17, 111–132.
Ahmadi, A., & Derakhshan, A. (2016). EFL teachers' perceptions towards textbook evaluation. Theory and Practice in Language Studies, 6(2), 260–267. https://doi.org/10.17507/tpls.0602.10
Al-Omari, T., Bataineh, R., & Smadi, O. (2015). Potential inclusion of multiple intelligences in Jordanian EFL textbooks: A content analysis. Bellaterra Journal of Teaching & Learning Language & Literature, 8(1), 60–80.
Al Seyabi, F. A., & A’Zaabi, H. (2016). Multiple intelligences in the Omani EFL context: How well aligned are textbooks to students’ intelligence profiles? International Journal of Learning, Teaching and Educational Research, 15(5), 1–15.
Amerian, M. (1987). A comparative study of the graded English and the right path to English series with regard to content and methodology [Unpublished master's thesis]. Shiraz University, Shiraz, Iran.
Amini, S. M., Ahmadian, M., Yazdani, H., Dowlatabadi, H. R., Rahimi, S., Amerian, M., ... & Jorfi, L. (2019). Multiple intelligences (MI) representation in Prospect series and the MI profile of Iranian junior high school students: A compatibility perspective. ResearchGate. https://www.researchgate.net/publication/334545453
Amiryousefi, M., & Dastrejerdi, H. V. (2011). The relation between MI and motivation and students’ likes and dislikes of course books: A comparison between Interchange and Top Notch Elementary books. Procedia - Social and Behavioral Sciences, 30, 1709–1713. https://doi.org/10.1016/j.sbspro.2011.10.330
Ansarin, A. A., & Khatibi, S. P. (2018). The relationship between multiple intelligences and language learning strategies and gender. English Language Teaching, 11(5), 84–94. https://doi.org/10.5539/elt.v11n5p84
Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Association for Supervision and Curriculum Development.
Arikan, A., Soydan, E., & Isler, Ö. (2014). A study of two English language coursebooks in Turkey: Focus on multiple intelligences. International Journal of Humanities and Social Science, 1(1), 27–33.
Azizfar, A., Koosha, M., & Lotfi, A. R. (2010). An analytical evaluation of Iranian high school ELT textbooks from 1970 to the present. Procedia - Social and Behavioral Sciences, 3, 36–44. https://doi.org/10.1016/j.sbspro.2010.07.009
Bordelon, D. E., & Banbury, M. M. (2005). Pursuing the parameters: Validating the multiple intelligences inventory for teachers. Assessment for Effective Intervention, 30(3), 33–51. https://doi.org/10.1177/073724770503000303
Brown, J. D. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 269–293). Wiley-Blackwell.
Christison, M. A. (1996). Teaching and learning languages through multiple intelligences. TESOL Journal, 6(1), 10–14.
Darici, A. (2016). The importance of needs analysis in materials development. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R.
Kargozari (Eds.), Issues in materials development (pp. 31–41). Brill Sense.
Derakhshan, A., & Faribi, M. (2015). Multiple intelligences: Language learning and teaching. International Journal of English Linguistics, 5(4), 63–72. https://doi.org/10.5539/ijel.v5n4p63
Dolati, Z., & Tahriri, A. (2017). EFL teachers’ multiple intelligences and their classroom practice. SAGE Open, 7(3), 1–10. https://doi.org/10.1177/2158244017722582
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Ebadi, S., Sabzevari, S., & Beigzadeh, M. (2015). The representation of multiple intelligence types in Touchstone series course books. English for Specific Purposes World, 16(46), 1–23.
Ebrahimi, S., Afraz, S., & Samimi, F. (2020). The role of multiple intelligence in the cultural identity and development of Iranian English language learners. Journal of Foreign Language Research, 10(1), 1–18. https://doi.org/10.22059/jflr.2019.283728.647
Estaji, M., & Nafisi, M. (2014). Multiple intelligences and their representation in the EFL young learners' textbooks. International Journal of Research Studies in Language Learning, 3(6), 61–72. https://doi.org/10.5861/ijrsll.2014.728
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books.
Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200–209.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.
Gholampour, F., Kasmani, M. B., & Talebi, S. H. (2013). An evaluation of the Iranian junior high school English textbooks: English Time Books and Hip-Hip Hooray books based on multiple intelligence theory. Asian Journal of Social Science & Humanities, 2(1), 244–252.
Gürkaynak, E. (2010). A course-book adaptation through needs analysis data concerning multiple intelligence theory and learning styles. In ÇOMU 6th International ELT Research Conference Proceedings: Current trends in SLA research and language teaching (pp. 1–10). Çanakkale Onsekiz Mart University.
Gürkaynak, E. (2015). A textbook adaptation using data gathered by a multiple intelligence inventory. Procedia - Social and Behavioral Sciences, 199, 285–292. https://doi.org/10.1016/j.sbspro.2015.07.547
Jado, S. M. A. (2015). The level of multiple intelligences in Arabic language textbooks for grades from (1–4) in Jordan in light of Gardner’s theory. Creative Education, 6(14), 1558–1568. https://doi.org/10.4236/ce.2015.614157
Jing, J. (2013). Teaching English reading through MI theory in primary schools. English Language Teaching, 6(1), 132–140. https://doi.org/10.5539/elt.v6n1p132
Kia-Ahmadi, E., & Arabmofrad, A. (2015). An evaluation study on the 1st-grade junior high schools' English textbook in the light of multiple intelligence theory. World Journal of English Language, 5(1), 23–30. https://doi.org/10.5430/wjel.v5n1p23
Kırkgöz, Y. (2010). Catering for multiple intelligences in locally-published ELT textbooks in Turkey. Procedia - Social and Behavioral Sciences, 3, 127–130. https://doi.org/10.1016/j.sbspro.2010.07.023
Kornhaber, M. L., Fierros, E. G., & Veenema, S. (2004). Multiple intelligences: Best ideas from research and practice. Pearson.
Liliawati, W., Utama, J. A., Ramalis, T. R., Rahmansyah, M. A., & Rochman, A. A. (2019). Textbook design based on multiple intelligences with the theme of earth protector. Journal of Physics: Conference Series, 1280(5), 052073. https://doi.org/10.1088/1742-6596/1280/5/052073
Linse, C. T., & Nunan, D. (2005). Practical English language teaching: Young learners. McGraw-Hill.
Lunenburg, F. C., & Lunenburg, M. R. (2014). Applying multiple intelligences in the classroom: A fresh look at teaching writing. International Journal of Scholarly Academic Intellectual Diversity, 16(1), 1–9.
Mohammadzadeh, A., & Jafarigohar, M. (2012). The relationship between willingness to communicate and multiple intelligences among learners of English as a foreign language. English Language Teaching, 5(7), 25–32. https://doi.org/10.5539/elt.v5n7p25
Nasiri, M., Ketabi, S., & Dastjerdi, H. V. (2012). Multiple intelligences in locally-published ELT textbooks in Iran. Modern Journal of Applied Linguistics, 4, 258–266.
Oates, T. (2014). Why textbooks count. Cambridge Assessment.
Omer, B. O. (2017). The representation of multiple intelligences in North Star coursebook: A content analysis. Journal of University of Human Development, 3(3), 590–594. http://journals.uhd.edu.iq/index.php/juhd/article/view/379
Razmjoo, S. A., & Jozaghi, Z. (2010). The representation of multiple intelligences types in the Top-notch series: A textbook evaluation. Journal of Pan-Pacific Association of Applied Linguistics, 14(2), 59–84.
Razmjoo, S. A., & Farmer, Z. (2012). On the representation of multiple intelligence types in the ILI intermediate coursebooks: A coursebook evaluation. Iranian Journal of Applied Language Studies, 4(2), 153–188.
Rezvani, R., & Amiri, T. (2012). Dominant intelligences in ESP textbooks: Multiple or single. In The first conference on language learning and teaching: An interdisciplinary approach. Ferdowsi University of Mashhad.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics (4th ed.). Routledge.
Saeidi, M., & Karvandi, F. (2014). The relationship between EFL learners’ multiple intelligences and their performance on reason-gap writing task. International Journal of Language Learning and Applied Linguistics World, 5, 189–202.
Shangarffam, N., & Zand, A. (2012). Iranian foreign language learners’ multiple intelligences. The Iranian EFL Journal, 1(1), 310–320.
Shearer, C. B. (2020). Multiple intelligences in teaching and education: Lessons learned from neuroscience. Journal of Intelligence, 8(1), 6. https://doi.org/10.3390/jintelligence8010006
Shearer, C. B., & Karanian, J. M. (2017). The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? Trends in Neuroscience and Education, 6, 211–223. https://doi.org/10.1016/j.tine.2017.02.002
Sheldon, L. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237–246. https://doi.org/10.1093/elt/42.4.237
Soleimani, H., Moinzadeh, A., & Ketabi, S. (2013). Multiple intelligences theory: A content analysis of Iranian high school textbooks. The Iranian EFL Journal, 12(1), 51–62.
Taasheh, Y., & Mohebbi, A. (2014). Intelligence profile of Iranian domestically designed and published ELT textbooks and students’ multiple intelligences. International Journal of Language and Linguistics, 2(1), 24–31.
Tabari, M. A., & Tabari, I. A. (2015). Links between Bloom's taxonomy and Gardener's multiple intelligences: The issue of textbook analysis. Advances in Language and Literary Studies, 6(1), 94–101. https://doi.org/10.7575/aiac.alls.v.6n.1p.94
Talebpour, F. A. (2017). Comparative evaluation of Top Notch series and high school English textbooks based on multiple intelligences theory. International Journal of Modern Language Teaching and Learning, 2(2), 83–89.
Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2019). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169–187. https://doi.org/10.1007/s11218-018-9473-7
Tomlinson, B. (2011). Materials development in language teaching. Cambridge University Press.
Tomlinson, B. (2016). The importance of materials development for language learning. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.), Issues in materials development (pp. 1–9). Brill Sense.
Wattanborwornwong, L., & Klavinitchai, N. (2016). The differences of multiple intelligence representation in English and Chinese textbooks: The case of EFL & CFL textbooks in Thailand. Theory and Practice in Language Studies, 6(2), 302–309. https://doi.org/10.17507/tpls.0602.09
Yeganeh, M. T., & Dezfouli, F. B. (2015). The reflection of multiple intelligences (MI) in Iranian English textbooks, teacher’ perceptions. Procedia - Social and Behavioral Sciences, 192, 11–14. https://doi.org/10.1016/j.sbspro.2015.06.003
Zahedi, Z., & Ghabanchi, Z. (2014). The relationship between logical, naturalist intelligences and learning grammar for EFL learners at elementary level. Theory and Practice in Language Studies, 4(2), 403–410. https://doi.org/10.4304/tpls.4.2.403-410
Abbasian, R., & Khajavi, Y. (2012). English language teaching program of universities: Does it cater for multiple intelligences of students? Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 17, 111–132.
Ahmadi, A., & Derakhshan, A. (2016). EFL teachers' perceptions towards textbook evaluation. Theory and Practice in Language Studies, 6(2), 260–267. https://doi.org/10.17507/tpls.0602.10
Al-Omari, T., Bataineh, R., & Smadi, O. (2015). Potential inclusion of multiple intelligences in Jordanian EFL textbooks: A content analysis. Bellaterra Journal of Teaching & Learning Language & Literature, 8(1), 60–80.
Al Seyabi, F. A., & A’Zaabi, H. (2016). Multiple intelligences in the Omani EFL context: How well aligned are textbooks to students’ intelligence profiles? International Journal of Learning, Teaching and Educational Research, 15(5), 1–15.
Amerian, M. (1987). A comparative study of the graded English and the right path to English series with regard to content and methodology [Unpublished master's thesis]. Shiraz University, Shiraz, Iran.
Amini, S. M., Ahmadian, M., Yazdani, H., Dowlatabadi, H. R., Rahimi, S., Amerian, M., ... & Jorfi, L. (2019). Multiple intelligences (MI) representation in Prospect series and the MI profile of Iranian junior high school students: A compatibility perspective. ResearchGate. https://www.researchgate.net/publication/334545453
Amiryousefi, M., & Dastrejerdi, H. V. (2011). The relation between MI and motivation and students’ likes and dislikes of course books: A comparison between Interchange and Top Notch Elementary books. Procedia - Social and Behavioral Sciences, 30, 1709–1713. https://doi.org/10.1016/j.sbspro.2011.10.330
Ansarin, A. A., & Khatibi, S. P. (2018). The relationship between multiple intelligences and language learning strategies and gender. English Language Teaching, 11(5), 84–94. https://doi.org/10.5539/elt.v11n5p84
Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Association for Supervision and Curriculum Development.
Arikan, A., Soydan, E., & Isler, Ö. (2014). A study of two English language coursebooks in Turkey: Focus on multiple intelligences. International Journal of Humanities and Social Science, 1(1), 27–33.
Azizfar, A., Koosha, M., & Lotfi, A. R. (2010). An analytical evaluation of Iranian high school ELT textbooks from 1970 to the present. Procedia - Social and Behavioral Sciences, 3, 36–44. https://doi.org/10.1016/j.sbspro.2010.07.009
Bordelon, D. E., & Banbury, M. M. (2005). Pursuing the parameters: Validating the multiple intelligences inventory for teachers. Assessment for Effective Intervention, 30(3), 33–51. https://doi.org/10.1177/073724770503000303
Brown, J. D. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 269–293). Wiley-Blackwell.
Christison, M. A. (1996). Teaching and learning languages through multiple intelligences. TESOL Journal, 6(1), 10–14.
Darici, A. (2016). The importance of needs analysis in materials development. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R.
Kargozari (Eds.), Issues in materials development (pp. 31–41). Brill Sense.
Derakhshan, A., & Faribi, M. (2015). Multiple intelligences: Language learning and teaching. International Journal of English Linguistics, 5(4), 63–72. https://doi.org/10.5539/ijel.v5n4p63
Dolati, Z., & Tahriri, A. (2017). EFL teachers’ multiple intelligences and their classroom practice. SAGE Open, 7(3), 1–10. https://doi.org/10.1177/2158244017722582
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Ebadi, S., Sabzevari, S., & Beigzadeh, M. (2015). The representation of multiple intelligence types in Touchstone series course books. English for Specific Purposes World, 16(46), 1–23.
Ebrahimi, S., Afraz, S., & Samimi, F. (2020). The role of multiple intelligence in the cultural identity and development of Iranian English language learners. Journal of Foreign Language Research, 10(1), 1–18. https://doi.org/10.22059/jflr.2019.283728.647
Estaji, M., & Nafisi, M. (2014). Multiple intelligences and their representation in the EFL young learners' textbooks. International Journal of Research Studies in Language Learning, 3(6), 61–72. https://doi.org/10.5861/ijrsll.2014.728
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books.
Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200–209.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.
Gholampour, F., Kasmani, M. B., & Talebi, S. H. (2013). An evaluation of the Iranian junior high school English textbooks: English Time Books and Hip-Hip Hooray books based on multiple intelligence theory. Asian Journal of Social Science & Humanities, 2(1), 244–252.
Gürkaynak, E. (2010). A course-book adaptation through needs analysis data concerning multiple intelligence theory and learning styles. In ÇOMU 6th International ELT Research Conference Proceedings: Current trends in SLA research and language teaching (pp. 1–10). Çanakkale Onsekiz Mart University.
Gürkaynak, E. (2015). A textbook adaptation using data gathered by a multiple intelligence inventory. Procedia - Social and Behavioral Sciences, 199, 285–292. https://doi.org/10.1016/j.sbspro.2015.07.547
Jado, S. M. A. (2015). The level of multiple intelligences in Arabic language textbooks for grades from (1–4) in Jordan in light of Gardner’s theory. Creative Education, 6(14), 1558–1568. https://doi.org/10.4236/ce.2015.614157
Jing, J. (2013). Teaching English reading through MI theory in primary schools. English Language Teaching, 6(1), 132–140. https://doi.org/10.5539/elt.v6n1p132
Kia-Ahmadi, E., & Arabmofrad, A. (2015). An evaluation study on the 1st-grade junior high schools' English textbook in the light of multiple intelligence theory. World Journal of English Language, 5(1), 23–30. https://doi.org/10.5430/wjel.v5n1p23
Kırkgöz, Y. (2010). Catering for multiple intelligences in locally-published ELT textbooks in Turkey. Procedia - Social and Behavioral Sciences, 3, 127–130. https://doi.org/10.1016/j.sbspro.2010.07.023
Kornhaber, M. L., Fierros, E. G., & Veenema, S. (2004). Multiple intelligences: Best ideas from research and practice. Pearson.
Liliawati, W., Utama, J. A., Ramalis, T. R., Rahmansyah, M. A., & Rochman, A. A. (2019). Textbook design based on multiple intelligences with the theme of earth protector. Journal of Physics: Conference Series, 1280(5), 052073. https://doi.org/10.1088/1742-6596/1280/5/052073
Linse, C. T., & Nunan, D. (2005). Practical English language teaching: Young learners. McGraw-Hill.
Lunenburg, F. C., & Lunenburg, M. R. (2014). Applying multiple intelligences in the classroom: A fresh look at teaching writing. International Journal of Scholarly Academic Intellectual Diversity, 16(1), 1–9.
Mohammadzadeh, A., & Jafarigohar, M. (2012). The relationship between willingness to communicate and multiple intelligences among learners of English as a foreign language. English Language Teaching, 5(7), 25–32. https://doi.org/10.5539/elt.v5n7p25
Nasiri, M., Ketabi, S., & Dastjerdi, H. V. (2012). Multiple intelligences in locally-published ELT textbooks in Iran. Modern Journal of Applied Linguistics, 4, 258–266.
Oates, T. (2014). Why textbooks count. Cambridge Assessment.
Omer, B. O. (2017). The representation of multiple intelligences in North Star coursebook: A content analysis. Journal of University of Human Development, 3(3), 590–594. http://journals.uhd.edu.iq/index.php/juhd/article/view/379
Razmjoo, S. A., & Jozaghi, Z. (2010). The representation of multiple intelligences types in the Top-notch series: A textbook evaluation. Journal of Pan-Pacific Association of Applied Linguistics, 14(2), 59–84.
Razmjoo, S. A., & Farmer, Z. (2012). On the representation of multiple intelligence types in the ILI intermediate coursebooks: A coursebook evaluation. Iranian Journal of Applied Language Studies, 4(2), 153–188.
Rezvani, R., & Amiri, T. (2012). Dominant intelligences in ESP textbooks: Multiple or single. In The first conference on language learning and teaching: An interdisciplinary approach. Ferdowsi University of Mashhad.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics (4th ed.). Routledge.
Saeidi, M., & Karvandi, F. (2014). The relationship between EFL learners’ multiple intelligences and their performance on reason-gap writing task. International Journal of Language Learning and Applied Linguistics World, 5, 189–202.
Shangarffam, N., & Zand, A. (2012). Iranian foreign language learners’ multiple intelligences. The Iranian EFL Journal, 1(1), 310–320.
Shearer, C. B. (2020). Multiple intelligences in teaching and education: Lessons learned from neuroscience. Journal of Intelligence, 8(1), 6. https://doi.org/10.3390/jintelligence8010006
Shearer, C. B., & Karanian, J. M. (2017). The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? Trends in Neuroscience and Education, 6, 211–223. https://doi.org/10.1016/j.tine.2017.02.002
Sheldon, L. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237–246. https://doi.org/10.1093/elt/42.4.237
Soleimani, H., Moinzadeh, A., & Ketabi, S. (2013). Multiple intelligences theory: A content analysis of Iranian high school textbooks. The Iranian EFL Journal, 12(1), 51–62.
Taasheh, Y., & Mohebbi, A. (2014). Intelligence profile of Iranian domestically designed and published ELT textbooks and students’ multiple intelligences. International Journal of Language and Linguistics, 2(1), 24–31.
Tabari, M. A., & Tabari, I. A. (2015). Links between Bloom's taxonomy and Gardener's multiple intelligences: The issue of textbook analysis. Advances in Language and Literary Studies, 6(1), 94–101. https://doi.org/10.7575/aiac.alls.v.6n.1p.94
Talebpour, F. A. (2017). Comparative evaluation of Top Notch series and high school English textbooks based on multiple intelligences theory. International Journal of Modern Language Teaching and Learning, 2(2), 83–89.
Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2019). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169–187. https://doi.org/10.1007/s11218-018-9473-7
Tomlinson, B. (2011). Materials development in language teaching. Cambridge University Press.
Tomlinson, B. (2016). The importance of materials development for language learning. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.), Issues in materials development (pp. 1–9). Brill Sense.
Wattanborwornwong, L., & Klavinitchai, N. (2016). The differences of multiple intelligence representation in English and Chinese textbooks: The case of EFL & CFL textbooks in Thailand. Theory and Practice in Language Studies, 6(2), 302–309. https://doi.org/10.17507/tpls.0602.09
Yeganeh, M. T., & Dezfouli, F. B. (2015). The reflection of multiple intelligences (MI) in Iranian English textbooks, teacher’ perceptions. Procedia - Social and Behavioral Sciences, 192, 11–14. https://doi.org/10.1016/j.sbspro.2015.06.003
Zahedi, Z., & Ghabanchi, Z. (2014). The relationship between logical, naturalist intelligences and learning grammar for EFL learners at elementary level. Theory and Practice in Language Studies, 4(2), 403–410. https://doi.org/10.4304/tpls.4.2.403-410
