The effects of using activities based on multiple intelligence theory on 11th grade students' learning and retention of english vocabulary

The purpose of this study is to find out the effects of Multiple Intelligence Theory in teaching English vocabulary. Traditional vocabulary teaching techniques and vocabulary teaching techniques based on Multiple Intelligence Theory are compared in the study. It is a quantitative study which utilizes quasi-experimental non-equivalent control group design. This design is used when random assignment of participants to groups is not possible. In the study, classes were randomly assigned as an Experimental Group and a Control Group. Both of the groups were pre-tested at the beginning of the study by using a vocabulary test. In addition, Multiple Intelligence Inventory was applied to Experimental Group to identify their dominant intelligences and prepare classroom activities accordingly. The results of the study suggest that Multiple Intelligence Theory based activities have a significant effect on achievement and retention of students? English vocabulary.