An Investigation of the Manifestation of Multiple Intelligences in the Vision Textbooks Series
محورهای موضوعی : Journal of Teaching English Language Studies
1 - Head of English Language Teaching, Translation Training, Islamic Azad University Takestan Branch
کلید واژه: Multiple Intelligences, Vision series, textbook evaluation, language learning, curriculum design ,
چکیده مقاله :
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.
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.
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