Non english majors’ multiple intelligences a study at quy nhon university

MINISTRY OF EDUCATION AND TRAINING
QUY NHON UNIVERSITY

NGUYỄN HIỀN THANH

NON-ENGLISH MAJORS’ MULTIPLE INTELLIGENCES:
A STUDY AT QUY NHON UNIVERSITY

Field: Theory and Methodology of English Language Teaching
Code: 8140111

Supervisor: Dr. Hà Thanh Hải

Binh Dinh - 2023

BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUY NHƠN

NGUYỄN HIỀN THANH

HỒ SƠ ĐA TRÍ TUỆ CỦA SINH VIÊN KHƠNG CHUYÊN NGỮ:
NGHIÊN CỨU TẠI ĐẠI HỌC QUY NHƠN

Ngành: Lý luận và Phương pháp dạy học bộ môn Tiếng Anh
Mã số: 8140111

Người hướng dẫn: TS. Hà Thanh Hải

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DECLARATION OF AUTHORSHIP

I, the undersigned Nguyễn Hiền Thanh hereby declare that I am the sole
author of this thesis “Non-English Majors’ Multiple Intelligences: A Study at
Quy Nhon University”.

To the best of my knowledge this thesis contains no material previously
published by any other person except where due acknowledgement has been
made. This thesis contains no material which has been accepted as part of the
requirements of any other academic degree or non-degree program, in English or
in any other language.

Binh Dinh, 2023

Nguyễn Hiền Thanh

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ACKNOWLEDGEMENT

I would like to express my sincere gratitude and appreciation to all those
who have contributed to the completion of this master's thesis. Their support,
guidance, and encouragement have been invaluable throughout this academic
journey.

First and foremost, words cannot express my gratitude togratitude to my
thesis supervisor, Dr. Hà Thanh Hải. This endeavor would not have been possible
without his unwavering support, patience, and expertise. His guidance and
insightful feedback have been instrumental in shaping the direction and quality of
this research. I am truly fortunate to have had the opportunity to work under his
supervision.

Second, I would like to acknowledge and extend my thanks to the lecturers
and professors who have imparted their knowledge and expertise during my
Master course. Specifically, I would like to send my thankfulness to
Assoc.Prof.Dr. Nguyễn Thị Thu Hiền for her dedication to teaching and
generosity in sharing knowledge in the course Academic Writing. This course
has shaped my intellectual growth and laid a solid foundation in this research
endeavor.

Third, I would like to express gratitude to the lecturers teaching the English
2 course in the academic year 2022 - 2023 and 203 first-year non-English
majored students who enthusiastically supported me in the data collection
process.

Additionally, I could not have undertaken this journey without the
tremendous support from Ms. Đoàn Thị An Hiên, who has been my lecturer and
mentor since 2017. Her wholehearted encouragement and advice have provided
me with strength during the challenging moments of this research journey.

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I would also like to extend my heartfelt appreciation to my parents and
beloved friends for their constant love, understanding, and encouragement. Their
unconditional support and belief in my abilities have been a constant source of
motivation throughout my academic pursuits.

Lastly, I would like to thank myself for having courage to embark on this
academic journey. Despite my initial lack of research knowledge, I was not
disheartened and strive to bridge the gaps in my understanding.

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ABSTRACT

The research aim was to investigate the Multiple Intelligence (MI) profiles
of EFL learners in a tertiary setting in Vietnam. It also aimed to identify the
alignment level between the learners’ MI profiles and the available MI-based
activities in the currently used textbook. To fulfill the aims, the study was carried
out at Quy Nhon University with the enthusiastic participation of 203 first-year
non-English majors as respondents. The data for the study was collected through
a 5-Likert scale MI Inventory for students and content analysis of MI activities
available in the currently used textbook - Voices. The data were analyzed both
quantitatively and qualitatively, using descriptive statistics and independent
samples t-test analysis in SPSS software. The findings revealed that among
participants, the most prominent intelligences were Intrapersonal, Visual/Spatial,
and Bodily-Kinesthetic, while the Verbal/Linguistic and Logical-Mathematical
intelligences ranked the lowest. However, the dominant MI activities in the
textbook Voices were Verbal/Linguistic and Logical-Mathematical intelligence,
thereby considerably misaligning with the dominant intelligences of the learners.
Gender differences were observed in Verbal/Linguistic, Musical, and
Intrapersonal domains, but no significant differences were found in relation to
age. On that basis, some supplementing activities based on MI theory was
proposed to bridge the disparity between students’ MI profiles and the textbook’s
MI profiles and to enhance students’ English learning as well. This study also
highlights the importance of considering learners' individual MI profiles and
applications of MI theory in EFL teaching and learning.

Keywords: Multiple Intelligences Theory, Multiple Intelligences (MI)
Profile, Voices textbook, EFL learners, MI-based activities

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TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i

ACKNOWLEDGEMENT ii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF ABBREVIATIONS viii

LIST OF TABLES ix

LIST OF FIGURES x

Chapter 1 1

INTRODUCTION 1

1.1. Rationale 1

1.2. Aim and objectives 3

1.2.1. Aim of the research 3

1.2.2. Objectives of the research 4

1.3. Research questions 4

1.4. Scope of the study 4

1.5. Significance of the study 4

1.6. Organization of the study 5

Chapter 2 6

LITERATURE REVIEW 6

2.1. Concepts of intelligence 6

2.2. The Theory of Multiple Intelligences by Howard Gardner 8

2.2.1. Verbal Linguistics Intelligence 9

2.2.2. Logical/Mathematical Intelligence 9

2.2.3. Visual/Spatial Intelligence 9

2.2.4. Musical Intelligence 10

2.2.5. Bodily-Kinesthetic Intelligence 10

2.2.6. Interpersonal Intelligence 10

2.2.7. Intrapersonal Intelligence 10

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2.2.8. Naturalistic Intelligence 11

2.3. Multiple Intelligences and Learning Styles 11

2.4. Application of MI theory in ELT 13

2.5. MI theory and English textbooks 14

2.6. Previous related studies on EFL learners’ MI profiles 16

Chapter 3 19

METHODOLOGY 19

3.1. Research design 19

3.2. Research setting 19

3.3. Research participants 20

3.4. Research instruments 22

3.4.1. Questionnaire 23

3.4.2. Content Analysis 24

3.5. Data collection 25

3.6. Data analysis 25

3.7. Research reliability and validity 26

Chapter 4 28

FINDINGS AND DISCUSSIONS 28

4.1. Multiple Intelligences profiles of first-year non-English majors at Quy

Nhon University 28

4.1.1. Overview of MI profiles among students 28

4.1.1.1. Verbal/Linguistic Intelligence................................................................30

4.1.1.2. Logical-Mathematical Intelligence.........................................................32

4.1.1.3. Visual/Spatial Intelligence.....................................................................33

4.1.1.4. Body-Kinesthetic Intelligence................................................................35

4.1.1.5. Musical Intelligence...............................................................................36

4.1.1.6. Interpersonal Intelligence.......................................................................37

4.1.1.7. Intrapersonal Intelligence.......................................................................39

4.1.1.8. Naturalistic Intelligence..........................................................................40

4.1.2. Differences in multiple intelligences between male and female groups 42

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4.1.3. Differences in multiple intelligences between age groups 44

4.2. MI profiles of the textbook “Voices” 45

4.2.1. Content Analysis of Activities in the Textbook “Voices” in light of MI Theory

46

4.2.2. Distribution of activities incorporating Multiple Intelligences Theory in the

textbook Voices

55

4.3. A comparison of Students’ MI profiles and Textbook’s MI profiles 56

4.4. Discussion of the findings 58

4.4.1. Students’ MI profiles 58

4.4.2. MI profiles of the textbook Voices 61

4.4.3. Students’ MI profiles and Textbook’s MI profiles 63

CHAPTER 5 64

CONCLUSION AND IMPLICATIONS 64

5.1. Conclusion 64

5.2. Pedagogical Implications 65

5.3. Limitations 68

5.4. Recommendations for further work 68

REFERENCES 69

APPENDICES

viii

LIST OF ABBREVIATIONS

ELT - English Language Teaching

EFL - English as a Foreign Language

ESL - English as a Second Language

MI - Multiple Intelligences

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LIST OF TABLES

Table 3.1. Summary of the characteristics of the research participants 21

Table 3.2. Reliability of the MI questionnaire 27

Table 4.1. Students’ MI profiles 29

Table 4.2. Verbal/Linguistic Intelligence Descriptive Analysis 31

Table 4.3. Logical-Mathematical Intelligence Descriptive Analysis 32

Table 4.4. Visual/Spatial Intelligence Descriptive Analysis 34

Table 4.5. Body-Kinesthetic Intelligence Descriptive Analysis 35

Table 4.6. Musical Intelligence Descriptive Analysis 36

Table 4.8. Intrapersonal Intelligence Descriptive Analysis 39

Table 4.9. Naturalistic Intelligence Descriptive Analysis 41

Table 4.10. Gender Representation regarding Students’ MI 42

Table 4.11. Age Representation regarding Students’ MI 44

Table 4.12. A sample of an MI analysis of the textbook Voices 47

Table 4.13. MI Profiles of the textbook Voices (Units 5 - 10) 55

Table 5.1. Examples of suggested Classroom Activities involving MI theory66

x

LIST OF FIGURES
Figure 1. Students’ MI profiles in comparison with the Textbook’s MI profiles56

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Chapter 1

INTRODUCTION

The introduction chapter helps lay background information for the issue
discussed in this study. In addition, it is established with the framework of the thesis
consisting of (1) rationale, (2) aim and objectives, (3) research questions, (4) scope
of the study, (5) significance of the study, and (6) organization of the study.

1.1. Rationale
In the age of rapid global transformations, the role of English as a fundamental
means of communication has become indispensable for individuals aspiring to
become global citizens. Therefore, over the last few decades, the demand for
acquiring English as a second or foreign language has reached unprecedented levels
of urgency. Concurrently, the field of English Language Teaching (ELT) has
undergone a profound paradigm shift, transitioning from a teacher-centered approach
to a student-centered approach. The former traditionally prioritized educational
content delivery and emphasized the teacher’s role as an information provider,
whereas the latter places greater emphasis on addressing the unique needs and
learning styles of individual learners. This paradigmatic transformation has captured
the attention of educators and prompted them to reevaluate their educational
practices in response. As a result of this shift in teaching and learning paradigms, the
concept of individual differentiation has emerged as a novel topic of discussion. The

multitude of ways in which individuals can be distinguished from one another has
become a subject of investigation. Consequently, various categorizations have been
proposed, highlighting the prominence of different types of intelligence in different
individuals.
The theory of Multiple Intelligences (MI) was first introduced by Howard
Gardner in 1983, proposing that there are several independent ability areas.
According to Gardner (1999), the eight intelligences are Verbal/Linguistic,
Logical/Mathematical, Musical, Bodily/Kinesthetic, Interpersonal, Intrapersonal,
Visual/Spatial, and Naturalistic Intelligences. Gardner asserted that individual
differences reflect multiple intelligences of human beings. In other words, each

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individual each person possesses a unique intelligence profile that sets them apart
from others. What the Multiple Intelligences theory offers is not only significant
from a theoretical perspective but it also has important practical implications for
teaching practice.

By leveraging the principles of Multiple Intelligences Theory, educators are
empowered to provide personalized instruction by identifying students’ strong and
weak intelligences and individualizing the learning process to help the students
activate the intelligences that are less developed (Chapman, 1993). Specifically,
Wilson (2005) stated that MI theory helps teachers develop an effective instruction
methodology to promote understanding and learning appreciation of students. The
classrooms can then be a place for the intellectual and emotional development of the
students because all students are individuals with different talents. Gouws (2008)
believes that by implementing the theory in the classroom, educators will be able to
change their teaching and learning strategies and cater to the individual differences
of learners. Furthermore, Gardner's theory offered a wide variety of practical
applications to teachers and educators in order to improve language classroom

practices and match intellectual profiles with educational opportunities (Altan, 2001;
Berman, 1998; Campbell, Campbell and Dickinson, 1996/1999; Chapman, 1993;
Checkley, 1997; Christison, 1996).

The Multiple Intelligences Theory application is not confined to learners’
intellectual types and classroom activities, but it can be observed in English
textbooks, which have begun incorporating tasks that involve the MI theory in order
to reflect the aforementioned shifts in the ELT field. Some previous studies, for
instance, were conducted to investigate the extent to which designed English
textbooks for foreign language learners reflect multiple intelligence types (Palmberg,
2001; Botelho, 2003; Alghazo et al., 2009; Kirkgoz, 2010).

Within the Vietnamese education context, the application of Multiple
Intelligences theory in ELT has received increasing attention from educators and
researchers recently. Don (2015) conducted research aiming to investigate the effect
of using an MI-based training program on developing English-speaking skills for
university students. In Hanh and Tien's (2017) study, the researcher discovered the

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correlation between students’ multiple intelligences and their vocabulary learning
strategy use and concluded that different intelligences correlated with different types
of vocabulary learning strategy use. Besides, Tien and Hanh (2022) indicated in their
study that some MI types had a positive impact on university students’ motivation
towards English learning.

Previous studies have primarily focused on the application of the Multiple
Intelligences theory within the ELT field locally and internationally. It is evident that
there is a growing need for further research, particularly in the area of students' MI
profiles and the alignment of these profiles with the activities of English textbooks

incorporating MI theory. Despite the acknowledged importance of MI theory in ELT,
there is a limited body of research in the Vietnam context that specifically examines
the distribution of multiple intelligences among tertiary students in the context of
English language learning. Understanding the distribution of students' MI profiles is
crucial as it can inform instructional practices and curriculum development, allowing
educators to create more effective and engaging learning experiences for their
students. Furthermore, in the setting of Quy Nhon University, a multidisciplinary
higher education institution, students come from diverse backgrounds and pursue
different academic disciplines, suggesting the possible presence of varying MI
profiles among them. All the above reasons have inspired the researcher to conduct
the research “Non-English Majors’ Multiple Intelligences: A Study at Quy Nhon
University”. This study aims to explore EFL learners’ multiple intelligence profiles
and to assess the extent to which the learners’ MI profiles align with the MI-based
activities found in the textbook. The findings of the study are expected to yield
invaluable insights and pedagogical implications for both educators and students,
facilitating the enhanced integration of the Multiple Intelligences theory within the
realm of ELT.

1.2. Aim and Objectives

1.2.1. Aim of the Research

The primary goal of this research is to investigate the different types of EFL
learners’ multiple intelligences in a tertiary setting and to identify the level of
alignment between the learners’ MI profiles and the available MI-based activities in
the currently used textbook.

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1.2.2. Objectives of the Research

Based on the aim of the study, the research was conducted with a view to:
- Investigate the Multiple Intelligences profile of non-English majors at Quy
Nhon University
- Determine the alignment level of the students’ MI profiles and the available
MI-based activities in the currently used textbook
1.3. Research Questions
To realize the aforementioned aim and objectives, the questions of the study
were:
1. What are the MI profiles of first-year non-English majors at Quy Nhon
University?
2. To what extent do the students’ MI profiles align with the MI profiles of
the textbook Voices?
1.4. Scope of the Study
The present study mainly focuses on investigating the Multiple Intelligence
profiles of undergraduate students at Quy Nhon University, as well as determining
the level of congruence between students’ MI profiles and the MI profiles of the
currently used textbook. Specifically, the respondents in this study are limited to 203
non-English major freshmen enrolled at Quy Nhon University. The content analysis
is centered around 6 units (Units 5 - 10) of the textbook "Voices" - A2/B1
Pre-intermediate, published by National Geographic Learning. Therefore, it should
be acknowledged that the students’ responses may not be representative of the entire
students at Quy Nhon University or EFL students at the tertiary level nationwide.
Similarly, the activities analyzed in the textbook may not be representative of other
textbooks utilized at tertiary institutions in Vietnam.
1.5. Significance of the Study
Theoretically, the research is expected to provide deeper insights into the
different types of EFL learners’ Multiple Intelligences at Quy Nhon University and
to identify the level of alignment between learners’ MI profiles and MI-based
activities available in the currently used textbook. Little research has been done to
investigate the presence of Multiple Intelligences theory in higher education in the

research context before; thus, the findings of this research are hoped to fill in the

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theoretical gaps in this field and yield pedagogical implications for both teachers and
learners.

Practically, the results of this study can help EFL teachers acknowledge the
strengths and weaknesses of each student in terms of their multiple intelligences. A
clear picture of students' types of intelligence and MI-based activities available in
teaching textbooks may inspire EFL teachers as well as curriculum designers to
prepare appropriate teaching materials that cater to all types of intelligence among
learners. For students, this research will help EFL students gain an in-depth
understanding of their own strengths and weaknesses concerning the Multiple
Intelligences framework. By identifying their dominant intelligences, students can
become more self-aware and develop strategies to leverage their strengths in
language learning.

1.6. Organization of the Study

The thesis consists of five chapters: Introduction, Literature Review, Research
Method, Findings and Discussions, and Conclusion and Implications. Chapter 1
Introduction provides the rationale for the study, the aim and objectives of the study,
research questions, the scope of the study, the significance of the study, and the
organization of the study.

Chapter 2 Literature Review begins by laying out the theoretical dimensions of
the research and looks at definitions of several key terms and important previous
studies related to the current research, followed by an indication of the research gap
that the present study aims to bridge.

Chapter 3 Research Method describes the subjects, research instruments,
employed methods, data collection procedures, and data analysis applied to conduct
this study.

Chapter 4 Findings and Discussions gives a detailed presentation and analysis
of collected data to answer the research questions.

Chapter 5 Conclusion and Implications presents the summary of the findings
and some pedagogical suggestions concluded from the research. The limitations of
the study and some recommendations for further research are also discussed in this
section.

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Chapter 2
LITERATURE REVIEW

This chapter aims to establish the theoretical framework for the thesis by
conducting a critical analysis of relevant previous literature. The chapter begins by
offering varied intelligence concepts, followed by the Multiple Intelligences Theory
of Howard Gardner. The eight different intelligences are also described and
exemplified. Ultimately, the chapter examines prior research studies related to this
thesis to identify the research gap that needs to be addressed.

2.1. Concepts of Intelligence
The notion of human intelligence varies among different cultures around the
world. There has been a division in defining human intelligence between Western
conceptions and those of other cultures.
Regarding Western conceptions of intelligence, Sternberg (2000) indicated that

“there are at least four reasons why people’s conceptions of intelligence matter.”
(p.3) The author discusses the significance of implicit theories of intelligence in
shaping individuals' perceptions and evaluations of intelligence, as well as the
influence of these implicit theories in the development of explicit theories of
scientific investigators. Moreover, Sternberg (2000) highlights the potential
usefulness of implicit theories in challenging existing explicit theories that may be
inaccurate or misleading. Lastly, he suggests that comprehending implicit theories of
intelligence can facilitate the understanding of differences in development and
cross-cultural perspectives.
Based on the aforementioned reasons, in the latter half of the 20th century,
Sternberg and colleagues carried out several studies of implicit theories of
intelligence. The definition of intelligence has comprised the notions of knowledge
and mental processes and the role of context and culture (Sternberg et al., 1981, cited
in Sternberg, 2000). Specifically, he believes that intelligence is constituted of three
interdependent aspects: the internal world – cognition, the external world –
perception and action, and the integration of the internal and external worlds through
experience.

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In his later projects, Sternberg (1997) reaffirmed his definition of intelligence
by referring to environmental context, noting that “this context has physical,
biological, and cultural aspects which may interact” (p.1031).

Another definition was put forward by Jensen (1998), who defined intelligence
as “application to the whole class of processes or operation principles of the nervous
system that makes possible the behavioral functions that mediate an organism’s
adaptation to its environment” (p.46).

According to a definition provided by Fagan (2000, p.168), intelligence is

“processing and that processing can be measured by performance on elementary
cognitive tasks” and influenced by cultural setting. Furthermore, the idea that people
are equally intelligent regardless of their IQ scores and cultural contexts is a
contentious one. While it is true that individuals from different cultural backgrounds
may have different experiences and knowledge bases that can influence their
performance on cognitive tasks, it is also true that IQ scores have been found to be
predictive of a range of outcomes, such as academic achievement and occupational
success, across different cultural contexts. Therefore, it is important to approach the
topic of intelligence with an understanding of its complexity and nuance and to be
aware of the potential limitations and biases of different measures and definitions.

With regard to the Eastern view of intelligence, Yang and Sternberg (1997)
conducted a study on Chinese philosophical conceptions of intelligence, which
yielded intriguing results. The authors found that the Taoist tradition, in contrast to
the Western perspective, emphasizes the significance of humility, liberation from
conventional norms of evaluation, and comprehensive self-awareness and awareness
of external circumstances (Sternberg, 2003).

In the same vein, Das (as cited in Sternberg & Kaufman, 1998) conducted a
study on the Eastern perspectives of intelligence and proposed that according to
Buddhist and Hindu philosophies, intelligence entails awakening, observation,
recognition, comprehension, and understanding (p. 482). Additionally, other
cognitive factors were deemed significant in these philosophies, such as
determination, mental effort, feelings, and opinions (Sternberg & Kaufman, 1998).

Valencia and Suzuki (2001) reported that Gill and Keats conducted a
comparative investigation involving Malaysian and Australian psychology students,

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which revealed differences in the definition of intelligence (p. 42). The findings
indicated that Australian university students considered academic intelligence and
the ability to adapt to new situations as crucial components of intelligence. In
contrast, Malaysian students placed more emphasis on adaptability, speed, and
creativity in problem-solving (Sternberg, 2003). Additionally, the study revealed that
Malaysian students emphasized both cognitive and social characteristics as essential
aspects of intelligence (Sternberg, 2003; Sternberg & Kaufman, 1998; Valencia &
Suzuki, 2001).

These studies offer valuable insights into the distinctions between Western and
Eastern interpretations of intelligence. The Western perspective tends to focus solely
on cognitive intelligence, whereas the Eastern outlook encompasses both cognitive
and social intelligence. These findings underscore the importance of recognizing and
acknowledging cultural variations in the understanding and defining of intelligence.
By recognizing these differences, educators and researchers can develop more
comprehensive and culturally sensitive approaches to the assessment and
development of intelligence in diverse populations.

2.2. The Theory of Multiple Intelligences by Howard Gardner
In the early 1980s, Howard Gardner from Harvard University redefined the
concept of intelligence. When he published his book entitled “Frames of Mind: The
theory of multiple intelligences”, Gardner (1983) wrote:
“To my mind, a human intellectual competence must entail a set of skills of
problem solving, enabling the individual to resolve genuine problems or difficulties
that he or she encounters and, when appropriate, to create an effective product and
must also entail the potential for finding or creating problems, and thereby laying the
groundwork for the acquisition of new knowledge.”
Intelligence traditionally has been defined in terms of Intelligence Quotient
(IQ), which measures a narrow range of Verbal/Linguistic and Logical/Mathematical
abilities (Gardner & Hatch, 1989). Nevertheless, Gardner argues that humans possess

a number of distinct intelligences beyond verbal and logical abilities that appear in
different skills and abilities. All human beings apply these intelligences to solve
problems, invent processes, and demonstrate their creativity (Gardner & Hatch,