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

Karim Hajhashemi, Fatemeh Ghombavani, Seyed Amirkhiz

Abstract


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.


Full Text: PDF DOI: 10.5539/elt.v4n3p214

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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