Relationship between Iranian Undergraduate English Students’ Bodily-Kinesthetic Intelligence and their Grammar Knowledge
محورهای موضوعی :Nasrin Garavand 1 , Akbar Azizifar 2 , Habib Gowhary 3 , Shahram Welidi 4
1 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
2 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
3 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
4 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
کلید واژه: English Language, grammar knowledge, Bodily-Kinesthetic Intelligence, Iranian Undergraduate Students,
چکیده مقاله :
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.
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.
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