The impact of multiple intelligence tendencies and learning styles on the academic achievement of English language teaching students at university

Learning is important and differences are valuable. Today's understanding of education is now aware of this value of difference and in the design process of education, these differences are taken into consideration with great care. The theories such as Learning Styles and Multiple Intelligences which have been emerged from such a perceptive have been widely used in learning environments in recent years. Experiential Learning Theory" firstly dealt by Kolb in 1970's. After by Grasha and Reichmann the learning styles which was handled with a different typology was also widely accepted and adopted as multiple intelligences theory. As a result of these new developments and paradigms, it is inevitable that learning and teaching environments might be also become indispensable to the changes. Knowing the multiple intelligence theory and learning styles of the stakeholders gained importance in terms of planning and evaluating instruction all processes. Considering its importance, this research aims to discuss a problem of the relationship between academic success and students' multiple intelligence tendencies, and their learning styles. So as to reach the answers to the problems, "Learning Style Scale" by Grasha and Reichmann and "Multiple Intelligence Scale" by McClellan-Conti were used. The study was conducted in two universities, one a vocational and one a public university. 257 students (183 female and 74 male), who were studying English language teaching, participated in the study. Data were analysed with SPSS-24 package program. As a result of this analysis, it was determined that the normal distribution was given and the results were reached by using parametric methods. In the research, it was seen that the distributions of cooperative learning and competitive learning styles of the students, who are studying English language teaching, were significantly higher than the other learning styles. Additionally, it is concluded that the students, who are studying English language teaching, have a higher tendency for existential intelligence. While there is a positive relationship between existential intelligence tendency and academic achievement, three learning styles that increase academic achievement in terms of learning style, are independent, collaborative and participant styles. This research aims to explain fourteen sub-problems in terms of gender, age, class and type of university Key Words: Grasha-Reichmann Learning Style Scale, McClellan- Conti Multiple Intelligence Scale, English Language Teaching, Academic Achievement