The Relationship between Iranian EFL High School Students’ Multiple Intelligence Scores and Their Use of Learning Strategies

According to the theory of multiple intelligences (MI) propounded by Gardner (1983, 1999a, 1999b), each individual has a multitude of intelligences that are quite independent of each other and each individual has a unique cognitive profile. Having access to the MI profiles and learning strategies of learners could help the teachers in planning activities to connect both strategies and students’ talents and provide students with the best possible instruction. Thus, this study attempts to find out the relationship between the MI profiles and language learning strategies used by Iranian EFL high school students. Two hundred and twenty-nine students (121 males, 108 females) participated in the study. The instruments used to elicit information for this study were McKenzie’s (1999) MI inventory and the Strategy Inventory for Language Learning (SILL) Questionnaire. The findings revealed that there is a low, positive correlation between the two variables of MI and learning strategies, r = 0.24. In addition, it was found that there is a low, positive correlation between MI and different strategy types. The highest correlation was seen between meta-cognitive strategies and MI, followed by compensation and cognitive strategies. Furthermore, the findings reveal that Iranian students mostly use meta-cognitive strategies followed by social strategies

Relationship Between Multiple Intelligences And Reading Proficiency Of Iranian EFL Students

The purpose of this study was to examine the relationship between multiple intelligences (MI) and reading proficiency of Iranian EFL pre-university students in Tehran, Iran and to see if gender plays a role in this regard. Specifically, the study attempted 1) to verify the intelligences identifiable among high/low achievers in reading, 2) to discover the differences in multiple intelligences of Iranian EFL students based on their reading proficiency and gender, 3) to determine the relationship between the multiple intelligences and reading proficiency of Iranian EFL students, 4) to identify the components of multiple intelligences which are correlated with the score of reading proficiency test of Iranian EFL students, and 5) to find the intelligence type that is the best predictor of learners‟ performance in reading proficiency test. In order to meet the objectives, four research questions were asked. A descriptive and ex post facto design was employed to ascertain relationships among the naturally occurring variables. The participants for this study were 128 pre-university students (grade12, 18-19 years old) of both genders studying in Tehran in the academic year 2008-2009. The district was chosen randomly among 19 school districts of Tehran. The students were chosen randomly from two different segregated high schools in that region. Random sampling was used to create homogeneous groups without involving any potential biases or judgments. Three instruments were utilized in this study namely, 1) a demographic questionnaire; 2) the Persian version of McKenzie‟s MI Inventory; and 3) a standardized reading proficiency test which was selected from retrieved paper-based TOEFL® tests. Analyzing the data using t-test, it was found that there was a statistically significant difference in the mean musical-rhythmic intelligence scores of the low achievers and the high achievers. This means that there were no significant differences between intelligence types of the students and their reading proficiency scores except for their musical-rhythmic intelligence which was positive and stronger among the low achievers. Based on this, it seems that the high achievers have a lower musical intelligence, which also means that better readers are less intelligent „musically‟. A statistically significant difference between the mean bodily-kinesthetic intelligence scores and the two genders was also revealed. In other words, no significant gender difference was found in the intelligence types of the students except their bodily-kinesthetic intelligence which was positive and stronger among the females. No significant difference was found between the male and female Iranian EFL pre-university students in their reading proficiency scores. Results obtained from the correlation analysis revealed no significant relationship between the two variables of MI and reading score. Based on Guilford‟s rule of the thumb, the relationship of MI and reading scores in the present study was found to be negligible. Furthermore, the results of the correlation analysis revealed that there was a low significant, negative relationship between musical-rhythmic intelligence and reading which suggests that when the reading score of a student increases, musical-rhythmic intelligence of the same student decreases and vice versa. This finding indicates that the low proficiency EFL learners‟ reading comprehension performance is related to the musical-rhythmic intelligence. Overall, three categories of MI were found to be predictive of reading proficiency. Those significant predictor variables were musical-rhythmic, verbal-linguistic, and bodily-kinesthetic intelligences. The coefficient of determination R² of the variables (musical-rhythmic, verbal-linguistic, and bodily-kinesthetic) showed that these variables contributed 13.5% of the variance in reading proficiency collectively

MI as a predictor of students’ performance in reading competency

The purpose of this study was to examine whether performance in MI could predict the performance in reading competency. The other objectives were to identify the components of MI which are correlated with the reading test scores, and to determine the relationship between the multiple intelligences and reading proficiency. A descriptive and ex post facto design was employed to ascertain relationships among the variables. The participants were 128 randomly chosen pre-university students (grade12, 18-19 years old) of both genders studying in Tehran in the academic year 2008-2009. Three instruments were utilized in this study: 1) a demographic questionnaire; 2) the Persian version of Mckenzie’s MI Inventory; and 3) a standardized reading proficiency test which was selected from retrieved paper-based TOEFL® tests. Results of the correlation analysis revealed no significant relationship between the two variables of MI and reading scores of the students. Furthermore, the results of the correlation analysis revealed that there was a low significant, negative relationship between musical-rhythmic intelligence and reading which suggests that when the reading score of a student increases, musical-rhythmic intelligence of the same student decreases and vice versa. Overall, three categories of MI (musical-rhythmic, verbal-linguistic, bodily-kinesthetic) were found to be predictive of reading proficiency

Multiple intelligences and network affordances: can videos enhance students' perceptions of their learning experience, learning outcomes and subject engagement?

In conjunction with the arrival of emerging technologies, many universities are encouraging their educators to rethink and reframe their teaching approaches and delivery methods. Integrating different types of media to enhance delivery of subject materials to higher education students is growing in national and international importance. As a response to the technology-enhanced approach, a more student-centered experience that actively engages students is promoted. This mixed-methods research focuses on students' and lecturers' perceptions of the value of online videos in relation to student's learning experiences and engagement with respect to the effect of multiple intelligences. This helps to clarify whether there is a relationship between students' multiple intelligences scores and their age, gender, learning experience and motivation. This study also reports on interviews conducted with both lecturers and students. It seeks to answer how and why students use online videos, and how this might influence engagement in their subjects. It provides a clear voice on their views concerning the benefits, and challenges of online video use, along with any positive or negative suggestions regarding their experience of the technology. It also reports whether employing various types of videos within a subject could increase and support learning needs and intelligences of students. Furthermore, lecturers' perceptions of different modes and purposes for online videos and their views, understanding, and challenges of the learning and teaching environment in a flipped classroom approach are investigated. Analysing the quantitative data, a number of important insights were obtained. For example, it was revealed that students are higher on Intrapersonal intelligence and lower in Existential intelligence. Bodily-Kinesthetic and Musical-Rhythmic intelligences were other highly developed intelligences of students. Based on the lecturers' responses, there seems to be distinctive similarities and differences between two disciplines in the extent of video integration and types of videos that they use. The most visible similarity between these participants is in terms of incorporating different kinds of short YouTube videos. As for Tech-literacy, unlike participants from Behavioural Sciences who relied on videos from YouTube and other online resources, all Educational Science participants could create their own videos by using Camtasia, and not having a reliance on the available online sources. Moreover, there seems to be certain tech-literacy differences between baby boomers and Generation Xers. Considering lecturers' perception on the flipped classroom approach, the study revealed some challenges in their teaching. According to the data gathered from interviews, it seems that the challenges are around the use of Camtasia, rigidity (clunky platforms), technology access and funding, technology mastery, upskilling in latest technological change and innovation, the structure and the pedagogy and the types of activities that they implement. The findings also revealed many advantages in successfully implementing the flipped model. For instance, the participants claimed that offering subjects in this approach provides students the opportunity to view lectures at home; thus freeing class time for demonstrating problem solving and deeper discussion-based face-to-face learning and understanding of the material. Students' interview findings revealed that the videos were perceived to be beneficial for students' engagement and motivation. The results also revealed that interest plays a major role for students who are keen to watch the topics that intrigue them. Based on their responses, it seems that they were dissatisfied with monotonous video lectures that failed to make their learning interesting. It seems that students are no longer interested in too much reading, and prefer easier and less demanding modes of learning, i.e. watching videos which denote a change in their desired mode of internalizing knowledge to an easier one. Desire for brevity, conciseness, and to the point videos with no additional materials were also found more attractive and engaging for them. They enjoy the flexibility to be able to watch videos with no time and place restrictions. Variety is perceived to be important to Net-Geners in particular, and music and visual aids seem to be their preference and a significant motivational stimulus. Animation and simulation make their learning easier. They like cognition forming and cognition sharing as a team work strategy and have the higher stimulus of interactive communication. Lastly, it seems that videos could be used as new modalities for changing the life for people with various learning disabilities. Based on students' responses, it seems that they were mostly satisfied with the video integration as they reported positive experiences from the videos uploaded and shared by lecturers. The results revealed the interactivity of videos and students' preference toward games and pleasure and interest sparked by video integration. The results indicated that visually attentive students would be more intrigued and motivated if the lecturer had incorporated a visual modality. Video integration has made them free from the burden of note taking and paying attention to the lecture at the same time. Videos have provided them the opportunity and flexibility to refer back to what is being said by the lecturer with no time and place restriction and with the benefit of documentation once it is downloaded. The findings also revealed that videos cannot stand entirely by themselves and need supplementary material or tutoring on the part of the teacher. The students addressed the necessity of their lecturers' need for familiarity with the latest Apps, as well as the lecturers' need to overcome a lack of technology literacy, in particular, in the psychology discipline. In conclusion, this study found that, with regard to online video materials, students also reported that videos could address their various intelligence types and abilities. Because students have different combinations of abilities and intelligences, they are attracted to various video activities based on different reasons, such as note taking, auditory and music, visuals, playing games, interactive discussions and questions, entertainment, and practical examples of real life experiences. Therefore, the existing video materials are sufficient to supplement the lesson curriculum and to address their intelligences

Relationship between Multiple Intelligences and Reading Proficiency of Iranian EFL Students.

The purpose of this study was to examine the relationship between multiple intelligences (MI) and reading proficiency of Iranian EFL pre-university students in Tehran, Iran and to see if gender plays a role in this regard. Specifically, the study attempted 1) to verify the intelligences identifiable among high/low achievers in reading, 2) to discover the differences in multiple intelligences of Iranian EFL students based on their reading proficiency and gender, 3) to determine the relationship between the multiple intelligences and reading proficiency of Iranian EFL students, 4) to identify the components of multiple intelligences which are correlated with the score of reading proficiency test of Iranian EFL students, and 5) to find the intelligence type that is the best predictor of learners‟ performance in reading proficiency test. In order to meet the objectives, four research questions were asked. A descriptive and ex post facto design was employed to ascertain relationships among the naturally occurring variables. The participants for this study were 128 pre-university students (grade12, 18-19 years old) of both genders studying in Tehran in the academic year 2008-2009. The district was chosen randomly among 19 school districts of Tehran. The students were chosen randomly from two different segregated high schools in that region. Random sampling was used to create homogeneous groups without involving any potential biases or judgments. Three instruments were utilized in this study namely, 1) a demographic questionnaire; 2) the Persian version of McKenzie‟s MI Inventory; and 3) a standardized reading proficiency test which was selected from retrieved paper-based TOEFL® tests. Analyzing the data using t-test, it was found that there was a statistically significant difference in the mean musical-rhythmic intelligence scores of the low achievers and the high achievers. This means that there were no significant differences between intelligence types of the students and their reading proficiency scores except for their musical-rhythmic intelligence which was positive and stronger among the low achievers. Based on this, it seems that the high achievers have a lower musical intelligence, which also means that better readers are less intelligent „musically‟. A statistically significant difference between the mean bodily-kinesthetic intelligence scores and the two genders was also revealed. In other words, no significant gender difference was found in the intelligence types of the students except their bodily-kinesthetic intelligence which was positive and stronger among the females. No significant difference was found between the male and female Iranian EFL pre-university students in their reading proficiency scores. Results obtained from the correlation analysis revealed no significant relationship between the two variables of MI and reading score. Based on Guilford‟s rule of the thumb, the relationship of MI and reading scores in the present study was found to be negligible. Furthermore, the results of the correlation analysis revealed that there was a low significant, negative relationship between musical-rhythmic intelligence and reading which suggests that when the reading score of a student increases, musical-rhythmic intelligence of the same student decreases and vice versa. This finding indicates that the low proficiency EFL learners‟ reading comprehension performance is related to the musical-rhythmic intelligence. Overall, three categories of MI were found to be predictive of reading proficiency. Those significant predictor variables were musical-rhythmic, verbal-linguistic, and bodily-kinesthetic intelligences. The coefficient of determination R² of the variables (musical-rhythmic, verbal-linguistic, and bodily-kinesthetic) showed that these variables contributed 13.5% of the variance in reading proficiency collectively

Validation of High School Tests: Teaching Syllabus vs. Testing Procedures

The present book aim to highlight one important issue before any high school teacher's eyes: it is necessary to understand the purpose of testing in high schools. What is the role of high school tests? Should they be considered as real tests? Or can they be perhaps best regarded as a ceremony, a cathartic ritual to be undergone alone with other examinations of this type before holiday? We hope that book may lead teachers to focus more on testing procedures as a complementary step in language learning and teaching. This will help them to see that everyone has areas of strength and areas of challenge, and that it is worthwhile to use every opportunity, even the testing sessions, for improving the learners achievements in language proficiency

A validation study of the Persian version of McKenzie's multiple intelligences inventory to measure profiles of pre-university students

Traditionally, intelligence was viewed as a single static entity. Revolutionizing the once-dominated "singlestatic entity" conceptualization, Gardner initially (1983) proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential) in 1999. Based on the theory of Multiple Intelligences (MI), a person may be viewed as intelligent in any of these areas, and the identification of the dominant intelligence type has proven to have pedagogic implications. McKenzie's MI questionnaire (1999) is one of the established tools to identify the typology of intelligence. The present study aims to validate the Persian version of the MI Inventory (questionnaire) proposed by McKenzie (1999). This instrument provides an objective measure of MI. This paper describes the validation exercise of the abovementioned questionnaire that involved 173 pre-university students of both genders in Tehran. In addition, the variables gender and discipline were also considered in this study. The findings of the study indicate that overall, the Persian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between gender and MI profiles of the students

A validation study of the Persian version of Mckenzie's (1999) multiple intelligences inventory to measure MI profiles of pre-university students

Traditionally, intelligence was viewed as a single static entity. Revolutionizing the once-dominated "single-static entity" conceptualization, Gardner initially (1983) proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential) in 1999. Based on the theory of Multiple Intelligences (MI), a person may be viewed as intelligent in any of these areas, and the identification of the dominant intelligence type has proven to have pedagogic implications. McKenzie's MI questionnaire (1999) is one of the established tools to identify the typology of intelligence. The present study aims to validate the Persian version of the MI Inventory (questionnaire) proposed by McKenzie (1999). This instrument provides an objective measure of MI. This paper describes the validation exercise of the abovementioned questionnaire that involved 173 pre-university students of both genders in Tehran. In addition, the variables gender and discipline were also considered in this study. The findings of the study indicate that overall, the Persian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between gender and MI profiles of the students

Students' perceptions and experiences towards the educational value of online videos

In conjunction with the arrival of emerging technologies, many universities are encouraging their educators to rethink and reframe their teaching approaches and delivery methods. Integrating different types of media to enhance delivery of subject materials to higher education students is growing in national and international importance. As a response to the technology-enhanced approach, a more student-centered experience that actively engages students is promoted. This paper focuses on student perceptions of the value of online videos in relation to their learning and reports on interviews conducted with students in a rural and remote university in Australia. It provides a clear voice on their views concerning the benefits, and challenges of online video use, along with any positive or negative suggestions regarding their experience of the technology

Students' perceptions and experiences towards the educational value of online videos

In conjunction with the arrival of emerging technologies, many universities are encouraging their educators to rethink and reframe their teaching approaches and delivery methods. Integrating different types of media to enhance delivery of subject materials to higher education students is growing in national and international importance. As a response to the technology-enhanced approach, a more student-centered experience that actively engages students is promoted. This paper focuses on student perceptions of the value of online videos in relation to their learning and reports on interviews conducted with students in a rural and remote university in Australia. It provides a clear voice on their views concerning the benefits, and challenges of online video use, along with any positive or negative suggestions regarding their experience of the technology