This study investigated the bodily-kinesthetic intelligence of Iranian undergraduate students in the English language and its relationship with their grammar knowledge. For this purpose, 139 male (N=46) and female (N=93) English language students aged 22 -32 years old were randomly selected as the participants. Multiple Intelligence Questionnaire (MIQ) and a grammar TOEFL test were used to evaluate the bodily-kinesthetic intelligence of the students and measure their grammar knowledge. Bodily-kinesthetic intelligence of students and its relationship with grammar knowledge was gauged using descriptive statistics and correlation analysis. The means of males and females in grammar knowledge and bodily-kinesthetic intelligence were assessed through a one-way sample t-test. The findings revealed a statistically significant relationship between the bodily-kinesthetic intelligence of the participants and their grammar knowledge. The findings also showed no remarkable differences between males and females regarding bodily-kinesthetic intelligence and grammar knowledge. The implication of the findings is that English language teachers should utilize the same effective grammar textbooks and tasks for both male and female students. Manuscript profile

This study aimed to discover the possible relationship between intrapersonal intelligence and grammatical ability of Iranian EFL male and female learners. To this purpose, 139 undergraduate English students (46 males and 93 females), with the age range of 22-32, were selected through a TOEFL test as the participants. To obtain the needed data, the instruments used were a 119-item Multiple Intelligences Questionnaire (MIDAS) to assess the participants’ intrapersonal intelligence, and a 30-item grammar TOEFL test to the measure their grammar ability. The obtained data were analyzed through descriptive statistics, Pearson correlation and linear regression. The difference between male and female students in grammar ability and intrapersonal intelligence was determined by independent samples t-test. The results indicated a statistically significance relationship between intrapersonal intelligence and English grammar ability scores. The results also revealed no significant difference between male and female students in terms of intrapersonal intelligence and English grammar ability. The findings of this study may assist language teachers, policy makers and curriculum designers to consider the role of intrapersonal intelligence as a helpful construct in learning English grammar. Manuscript profile

This study investigated the possible relationships between Linguistic Intelligence and Grammar Performance of English as a Foreign Language Learners. To this aim, 139 homogenous undergraduate male and female English language learners between 22 and 32 years old participated in this study. Participants had been studying English language programs at the University of Kohdasht. The instruments utilized in this study were the Multiple Intelligence Questionnaire (MIDAS) designed by Shearer in 1996 to value linguistic intelligence, and a grammar TOEFL test to measure grammar performance of the learners. Descriptive statistics and correlation indicated a statistically significant relationship between linguistic intelligence of the learners and their performance on grammar. The results of regression analysis revealed that linguistic intelligence was the best predictor of learners’ performance on grammar. The independent sample t-test also showed no significant differences between males and females with respect to linguistic intelligence of learners and their performance on grammar. The findings propose professional English teachers to investigate the function of individual differences such as linguistic intelligence in different steps of teaching and learning of grammar in classes and provide more effective activities to help language learners improve their performance on grammar. Manuscript profile