Developing Multiple Intelligences Based Supplementary Materials for Vision Series: Investigating Their Influence on Iranian EFL Students’ Self-efficacy
محورهای موضوعی : Journal of Applied Linguistics Studies
Mohammad Hassan Alishahi
1
,
hossein khodabakhshzadeh
2
,
Hamid Ashraf
3
1 - English department. Islamic Azad Univerity, Torbat Branch
2 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
3 - Islamic Azad university, Torbat-e Heydarieh Branch
کلید واژه: Multiple intelligences, Self-efficacy, Supplementary materials,
چکیده مقاله :
Learning a foreign language can help students to improve their memory functions and boost their self-esteem. It seems that textbooks and supplemental materials play a crucial role in this regard. The purpose of this experimental investigation was examining the impact of the multiple intelligences based supplementary materials on learners' self-efficacy. For this end, a two-phase study was planned. First, the researchers designed tasks for every lesson of Vision series, the book taught in high schools of Iran, based on Jones’ (2017) guideline along with the taxonomy of language learning activities for multiple intelligences provided by Christison (1997). Then, the experimental groups were exposed to the designed multiple intelligences based tasks and the course book whereas the control groups were exposed just to the course book for four months. The Babel proficiency test, and learners' self-efficacy scale (Guhangu,2009) were administrated to both experimental (N=60) and control (N=60) groups as the pretest and posttest. The results of the study indicated that the designed tasks had a positive and significant impact on EFL learners' self-efficacy.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change.
Psychological Review, 84, 191-215.
Bazargan, A. (2004). Evaluation approaches of the effectiveness of in-service development
programs for teachers. Taalim-o-Tarbiat Quarterly, 39(3), 83-94
Beichner, R. A. (2011). The Relationship between students' academic self-efficacy and teachers'
multiple intelligences instructional practices (Doctoral dissertation). Available at ProQuest
Dissertations and Thesis database.
Borich, G. D, (2011). Effective teaching methods. Boston: Pearson Education, Inc.
Christison, M. 1997. An introduction to multiple intelligences theory and second language
learning. In J. Reid (ed.), Understanding Learning Styles in the Second Language
Classroom. Englewood Cliffs, N.J.: Prentice Hall/Regents. 1–14.
Dao, P. (2020). Effect of interaction strategy instruction on learner engagement in peer
interaction.System, 91, 102244.
Dastjerd, B. F., & ShafieAbadi, A. (2014). The effectiveness of the occupational consultation
based on the multi-orientations of Shafi Abadi pattern (SMPVC) on the reduction of the
occupational decision-making problems of MARAND boy high school students during
2013-2014 educational years. Advances in Environmental Biology, 162-169.
Egbert, J (2020). The new normal? A pandemic of task engagement in language learning.
Foreign Language Annals, 53, 314–319. https://doi.org/10.1111/flan.12452.
Evans, T., & St John, M. (1998). Developments in ESP: A Multi-Disciplinary Approach.
Cambridge: Cambridge University Press.
Franz., G. (2008). Prédiction de la limite de formabilité des aciers multiphasés par une
approche micromécanique. PhD Thesis, ENSAM Metz, France.
Gahungu, O. (2009). Strategy use, self-efficacy, and language ability: Their relationship.
Gardner, H. (1991). The Unschooled Mind: How Children Think and How Schools Should
Teach. New York: Basic Books.
Ghonsooly, B. (2003). Gender and Reading Anxiety in IELTS and TOEFL
.Paper presented in the 25 th LTRC Conference in Reading University.
Ghonsooly, B. & Hassanzadeh, T. (2019). Effect of interactionist dynamic assessment on English vocabulary learning: Cultural perspectives in focus. Issues in Educational Research, 29(1), 70-88.
Godwin, R. (2019). Riding the digital wilds: Learner autonomy and informal language
learning. Language Learning & Technology, 23(1), 8–25.
Graves, Kathleen (2008). The language curriculum: A social contextual perspective.
Language Teaching, 41(2), 33-48
Jones, E. (2017). One size fits all? Multiple intelligences and legal education. The Law
Teacher, 51(1), 56-68.
Karpova, L. V. (1999). Consider the following when selecting and using authentic materials.
TESOL Matters, 9(2): 18.
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., &
Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five
countries. Contemporary Educational Psychology, 34, 67-76.
Maghsoudi, M; Khodamoradi, A. (2023). An Evaluation of the English Language Textbooks
for Iranian Junior High Schools Based on the Objectives of Fundamental Reform
Document of Education (FRDE), The International Journal of Humanities 30, (2): (98-
122).
Mahasneh, A. M. (2013). The relationship between Multiple Intelligence and Self-efficacy
among sample of Hashemite university students. International Journal of Education and
Research, 1(5), 1-12.
Marzano, R. J. (2003). What works in schools. Alexandria, VA: ASCD.
Mills, N. A. (2004). Self-efficacy of college intermediate French students: Relation to
motivation, achievement, and proficiency. published doctoral dissertation, Emory
University, Atlanta, Georgia
Mishan, F. (2005). Designing Authenticity into Language Learning Materials, Bristol:
Intellect Books
Nilsson, M. (2006). Textbooks and alternative material: positive and negativeaspects. School
of Humanities Journal.GIX 112.P.8-9.
Parsa, M., & Jahandar, S. (2013). The Effect of Verbal Intelligence on Knowledge of
Lexicon. International Journal of Applied Linguistics & English Literature, 2(2), 114-
121.
Ross, D. M. (2003). Childhood bullying, teasing, and violence: What school personnel, other
professionals, and parents can do (2nd ed.). Alexandria, VA: American Counseling
Association
Shaffiei, Z. A., & Aziz, N. (2012). Assistive Courseware for Hearing Impaired Learners in
Malaysia based on Theory of Multiple Intelligences (MI). International Journal of
Computer Science & Emerging Technologies, 2(6).
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory,
research, and applications (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice
Hall.
Sharifi, A., Ghanizadeh, A., & Jahedizadeh, S. (2017). The effect of simulation on middle
school students’ perceptions of classroom activities and their foreign language
achievement: A mixed-methods approach. International Electronic Journal of
Elementary Education, 9(3), 667-680.
Shore, M (2001). Beyond the wall : personal experiences with Autism and Asperger
syndrome (1st ed.). Shawnee Mission, KS: Autism Asperger Publisher Co.
Skourdi, S., & Rahimi, A. (2010).The relationship of emotional intelligence and linguistic
intelligence in acquiring vocabulary. California Linguistic Notes, VXXXV, 1-24
Tabatabaei, O., & Pourakbari, A. A. (2012), “An Investigation into the Problems of Teaching and Learning English in the Isfahan Province High Schools, Iran”, Journal of Language Teaching and Research, 3(1), 102-111.
Tomlinson, B. (2007). Language acquisition and development: Studies of first and other
language learners. London: Continuum.
Tomlinson, B. (2011). Materials development in language teaching (2nd
ed). Cambridge: Cambridge University Press.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd
ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Wardat, Y., Tashtoush, M., Alali, R., Jarrah, A. (2023). ChatGPT: A Revolutionary Tool for
Teaching and Learning Mathematics. EURASIA Journal of Mathematics, Science
and Technology Education, 19(7), 1-18, Article No: em2286.
Xue, Z., Huang, Y., & Liu, Y. (2022). Enhancing language task engagement in the instructed
language classroom: Voices from Chinse English as a foreign language students and
teachers. International Journal of Chinese Education, 11(2),
2212585X2210977.
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-Efficacy, Stress, and Academic
Success in College. Research in Higher Education, 46, 677-706.
