This study examined the impact of Multiple Intelligence-based activities (MIBAs) on male and female EFL students’ vocabulary performance. To meet this objective Oxford Placement Test (OQPT), vocabulary pre-posttests, and questionnaires were spread among 60 Iranian male and female EFL students in two groups studying at Jahad Daneshgahi of Isfahan University of Technology. They were separated into control and experimental groups, and the oxford vocabulary level test was applied both as the pretests and posttests to evaluate students’ vocabulary performance. The participants in the control group were engaged in repetition drills, reading aloud, and task completion, whereas those in the corresponding experimental group were involved with completing crossword puzzles, designing alphabetic codes, and using maps to study geographical locations. The instruction lasted for 12 weeks, two hours each week, and after that, the posttests were applied. Data were evaluated using both quantitative and qualitative methods. The outcomes specified that multiple intelligence-based activities for teaching improved the experimental group’s vocabulary performance based on their posttest scores. There was a statistically significant dissimilarity amongst word marks of the students of the experimental group in the post-test. There was a significant difference between male and female learners in vocabulary scores in that males had a higher score after being exposed to alphabetical coding and crossword puzzles. The findings postulated that teachers need to follow guidelines that can help them to enhance learners’ awareness of their multiple intelligences through intelligence activity-based approaches while teaching vocabulary. Manuscript profile