Multiple Intelligences Theory in Action in EFL Classes: A Case Study

ABSTRACT: The current study aimed to investigate the application of Multiple Intelligences Theory (MI) in intermediate language classes at Eastern Mediterranean University (EMU) English Preparatory School (EPS) by evaluating the textbooks and classroom activities used. To this aim, first the students’ intelligence profiles were identified by adopting and using a “Multiple ntelligences Survey” instrument (McKenzie, 1999). Secondly, the intelligence profiles of the materials used were found out. Thirdly, teachers’ perceptions about the application of MI Theory in their classes, as well as their evaluations of the materials in terms of MI Theory were investigated. The research study was designed as a qualitative case study which involves descriptive methodology with a particular sample of 148 students and 10 teachers at EMU EPS. The study employed triangulation approach to collect the data. The study collected data from multiple sources through: 1) MI survey, 2) textbook evaluation, 3) classroom observation, and 4) teacher interviews for triangulation. In order to identify the students’ MI profiles, Multiple Intelligences Survey (McKenzie, 1999) was adapted and utilized in this study. Teacher interviews were conducted to find out about teachers’ overall perceptions regarding the MI Theory and its applications in their classes as well as their evaluations of the materials used. Also, classroom observations were carried out in order to identify the intelligence types catered for by the classroom activities. Finally, the textbooks used were analyzed in terms of MI Theory. The results of the study revealed that there were discrepancies between the students’ and textbooks’ MI profiles. The students’ most dominant intelligence type was found to be intrapersonal intelligence, while the textbooks’ most dominant intelligence was obtained to be linguistic intelligence. Similar results were obtained from classroom observations. That is, the observed classroom activities did not correspond to the students’ MI profiles. As for the analysis of the textbooks’ MI profile, it was found out that there was a wide range of distribution of eight intelligences in the textbook activities. This means that there is no balanced distribution in the textbook activities in terms of the intelligence types addressed to. Although teachers reported that MI Theory is important and it affects their teaching and their students’ learning positively, the classroom observations showed that eight intelligences were not catered for in balance in their classes. Finally, the results of this study may have some practical and theoretical implications. First of all, it may help language teachers in designing or adapting materials in terms of MI Theory to better cater for the students’ multiple intelligences and, as a whole, improve learning and teaching process. Moreover, the framework can be used in various educational and cultural contexts to analyze textbooks of different levels. Finally, the findings of this study may contribute to the related literature regarding the application of Multiple Intelligences in language classes, as a whole. Keywords: Materials Evaluation, Multiple Intelligences Theory, MI Profile, MI Activities. ……………………………………………………………………………………………………………………………………………………………………………………………………………………