The Relevance of Multiple Intelligence Theory to Narrative Performance: A Study of Iranian Undergraduates of English

Abdullah Sarani, Atefeh Keshavarz, Enayatollah Zamanpour


The present study aims to investigate the relationship between Iranian undergraduate students’ narrative writing performance including its five components (content, coherence, vocabulary, language use, and mechanics) and their multiple intelligences. Fifty homogeneous Persian speaking EFL learners participated in the study. The Multiple Intelligence test and English narrative writing essay were adopted in the study. The data were analyzed through descriptive statistics, and Pearson correlation. The correlation analysis of the results showed astatistically significant negative relationship between logical intelligence and narrative writing. Moreover, correlation analysis indicated that logical intelligence had a negative significant contribution toward vocabulary and language use of narrative writing. Moreover, interpersonal and intrapersonal intelligences showed significant negative relation to vocabulary of writing, the only significant positive relationship was between mechanics of writing and verbal intelligence.

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English Language and Literature Studies   ISSN 1925-4768 (Print)   ISSN 1925-4776 (Online)

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