Designing Multiple Intelligences-Based Supplementary Materials for Vision Series: Probing Their Impact on Iranian EFL Students' Multiple Intelligences

محورهای موضوعی : Research in English Language Pedagogy

Mohammad Hassan Alishahi ¹ , Hossein Khodabakhshzadeh ² , Hamid Ashraf ³

1 - 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

تاریخ دریافت : 1403/03/08 تاریخ پذیرش : 1403/08/11 تاریخ انتشار : 1404/03/10

کلید واژه: Multiple Intelligences Based Tasks, Supplementary Materials, Vision Series ,

چکیده مقاله :

An engaging and enjoyable atmosphere for learning English as a second language can provide the right setting for promoting language proficiency. It appears that textbooks are essential in this regard. This study aimed to investigate how learners' multiple intelligences were affected by the supplementary materials designed for them. To do so, a three-phase study was designed. In Phase 1, a triangulation model based on a checklist, teacher interviews, and researchers' experience was employed to evaluate the Vision series based on multiple intelligence factors. In the second phase, supplementary materials were designed based on the results obtained in the first phase, in accordance with Jones' (2017) guidelines and Christion's (1997) taxonomy of language learning activities for multiple intelligences. The designed tasks and activities were implemented in a class (experimental group, N = 60) during the third phase.  The Babel proficiency test was used, and The Persian version of Mckenzie's multiple intelligences inventory (Hajhashemi & Bee Eng, 2010) were administered to both experimental and control groups as the pretest and posttest to ensure the homogeneity of two groups at first and examine the impact of these tasks on students’ multiple intelligences. The result of the first phase revealed that Vision series did not have enough tasks to fulfil learners' needs based on multiple intelligences abilities, and there is a need to provide supplementary tasks in order to teach with multiple intelligences. In the second phase, the designed tasks were implemented in experimental groups for four months as supplementary material. The t-test result indicated that the designed tasks positively and significantly affected learners' multiple intelligences

چکیده انگلیسی:

An engaging and enjoyable atmosphere for learning English as a second language can provide the right setting for promoting language proficiency. It appears that textbooks are essential in this regard. This study aimed to investigate how learners' multiple intelligences were affected by the supplementary materials designed for them. To do so, a three-phase study was designed. In Phase 1, a triangulation model based on a checklist, teacher interviews, and researchers' experience was employed to evaluate the Vision series based on multiple intelligence factors. In the second phase, supplementary materials were designed based on the results obtained in the first phase, in accordance with Jones' (2017) guidelines and Christion's (1997) taxonomy of language learning activities for multiple intelligences. The designed tasks and activities were implemented in a class (experimental group, N = 60) during the third phase.  The Babel proficiency test was used, and The Persian version of Mckenzie's multiple intelligences inventory (Hajhashemi & Bee Eng, 2010) were administered to both experimental and control groups as the pretest and posttest to ensure the homogeneity of two groups at first and examine the impact of these tasks on students’ multiple intelligences. The result of the first phase revealed that Vision series did not have enough tasks to fulfil learners' needs based on multiple intelligences abilities, and there is a need to provide supplementary tasks in order to teach with multiple intelligences. In the second phase, the designed tasks were implemented in experimental groups for four months as supplementary material. The t-test result indicated that the designed tasks positively and significantly affected learners' multiple intelligences

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