MIbased teaching and its effects on EFL high school students autonomy

MI-BASED TEACHING AND ITS
EFFECT ON EFL HIGH SCHOOL
STUDENTS’ AUTONOMY

BY
DUONG THI THANH

A thesis submitted to Vinh University in fulfillment of the
requirements for the degree of Master of Art

Vinh University, 2017


ABSTRACT
This study aims to look at the application of Multiple Intelligences (MI) Theory
in teaching EFL to high school students in order to examine the relationship
between MI-based teaching and EFL high school students‟ English proficiency
and learning autonomy. An experiment was carried out among sixty high
school students, who were divided into two groups (control and treatment).
Both of the groups did a general English test and the pre-treatment autonomy
test before the experiment and a general English test and post-treatment
autonomy test after the experiment. The tests were designed to assess the
participants‟ English proficiency and learning autonomy. During the
experiment, only the treatment group was taught with the MI-based approach.
The data indicated that the treatment group obtained better results in English
proficiency and learning autonomy than the control group. Based on the
research findings, implications for English language teachers and students were
also proposed.

i

ACKNOWLEDGEMENTS

I would like to express my deep gratitude to my supervisor, Dr. Tran Thi Ngoc
Yen, who I believe is the most wonderful supervisor, for her valuable
directions, precious orientation, warm stimulation, and continuous support
throughout this project. Her enthusiasm and positive attitudes were sparkling in
such a way that it helped to make my research a serious yet fun task to fulfil.

I am grateful to Nguyen Thi Nga, an English teacher at Thanh Chuong 3 high
school in Thanh Chuong district, Nghe An province, for helping me teach MIbased lessons at her classes as well as gather the data for the research; and Phan
Thi Hoa, for copying the documents, materials for my experiments quickly.

I would also like to thank the administrators, teachers, and students at Thanh
Chuong 3 high school in Thanh Chuong district, Nghe An province for their
cooperation and support.

Finally, I would like to delicate this work to my parents and family, particularly
my husband, all of whom have been always supporting me with love and
sympathy.

ii


TABLE CONTENTS
ABSTRACT.....................................................................................................i
ACKNOWLEDGEMENTS............................................................................ii
TABLE CONTENTS....................................................................................iii
LIST OF TABLES.........................................................................................v
LIST OF CHARTS.......................................................................................vi

CHAPTER 1

INTRODUCTION..............................................................1

1.1 Rationale...................................................................................................1
1.2 Aims of the study......................................................................................2
1.3 Research questions....................................................................................2
1.4 Scope of the study.....................................................................................2
1.5 Thesis design…………….........................................................................3
1.6 Methodology…………….........................................................................3
CHAPTER 2

LITERATURE REVIEW...................................................4

2.1 Multiple Intelligences...............................................................................4
2.1.1 Definitions..............................................................................................8
2.1.2 MI quizzes..............................................................................................9
2.1.3 MI in education....................................................................................13
2.1.4 MI in teaching and learning English....................................................15
2.2 Autonomy...............................................................................................18
2.2.1 Definitions............................................................................................20
2.2.2 The role of autonomy in learning.........................................................22
2.2.3 Principles of autonomy........................................................................24
2.2.4 Accessing autonomy............................................................................27
2.2.5 Developing learner autonomy..............................................................28
2.3 MI and learner autonomy........................................................................35
CHAPTER 3 METHODOLOGY.................................................................37
3.1 Research questions..................................................................................37
3.2 Participants..............................................................................................37
3.3 Instruments..............................................................................................38

3.4 Procedures...............................................................................................40
CHAPTER 4 FINDING AND DISCUSSION..............................................43
iii


4.1 Results....................................................................................................43
4.1.1 Pre-test.................................................................................................43
4.1.2 Pre-treatment autonomy test................................................................48
4.1.3 Post-test...............................................................................................52
4.1.4 Post-treatment autonomy test...............................................................57
4.2 Discussions............................................................................................62
4.3 Summary.................................................................................................63
CHAPTER 5

IMPLICATIONS AND CONCLUSION........................65

5.1. Conclusions............................................................................................65
5.2. Implications............................................................................................66
5.3. Limitations of the study.........................................................................67
5.4. Suggestions for the study.......................................................................67
REFERENCES.............................................................................................69
APPENDIX A...............................................................................................72
APPENDIX B...............................................................................................80
APPENDIX C...............................................................................................88
APPENDIX D...............................................................................................92
APPENDIX E...............................................................................................96
APPENDIX F..............................................................................................101
APPENDIX G.............................................................................................106
APPENDIX H.............................................................................................111
APPENDIX I..............................................................................................112

APPENDIX J..............................................................................................113
APPENDIX K.............................................................................................114
APPENDIX L.............................................................................................115
APPENDIX M............................................................................................116

iv


LIST OF TABLES

Table 3.1 The list of lesson plans......................................................................40
Table 3.2 The lesson plan‟s time division.........................................................41
Table 4.1 The control and experimental group‟s score in the pre-test............44
Table 4.2 The average total scores and standard deviations for both
groups…………………………………………………………………………44
Table 4.3 The experimental and control group‟s score in the pre-treatment
autonomy ..........................................................................................................48
Table 4.4 The average total scores and standard deviations of the pre-treatment
autonomy test for both groups...........................................................................49
Table 4.5 The experimental and control group‟s score in the post-test (See
Appendix J)......................................................................................................113
Table 4.6 The average total scores and standard deviations of the post-test in
the control group and experimental group.........................................................53
Table 4.7 Initial scores (IS), final scores (FS) and increases (I) in the pre-test
and post-test of two groups................................................................................56
Table 4.8 The experimental and control group‟s score in the post-treatment
autonomy test (see appendix K) .....................................................................114
Table 4.9 The average total scores and standard deviations of the posttreatment autonomy test in the control group and experimental group.............51
Table 4.10 Initial scores (IS), final scores (FS) and increases (I) in the pretreatment autonomy test and post-treatment autonomy test of two groups ......55

v


LIST OF CHARTS

Chart 4.1 The percentage of different scores on the pre-test in the control
group..................................................................................................................45
Chart 4.2 The percentage of different scores on the pre-test in the treatment
group..................................................................................................................46
Chart 4.3 The mark distribution on the pre-test in both groups.. ......................47
Chart 4.4 The percentage of different scores on the pre-test in the control
group..................................................................................................................50
Chart 4.5 The percentage of different scores on the pre-test in the treatment
group..................................................................................................................51
Chart 4.6 The mark distribution on the pre-treatment autonomy test in both
groups ...............................................................................................................52
Chart 4.7 The percentage of different scores on the post-test in the control
group..................................................................................................................54
Chart 4.8 The percentage of different scores on the post-test in the treatment
group. ................................................................................................................54
Chart 4.9 The mark distribution on the post-test in both groups......................55
Chart 4.10 The percentage of different scores on the post-treatment autonomy test
in the control group............................................................................................58
Chart 4.11 The percentage of different scores on the post-treatment autonomy test
in the treatment group........................................................................................59
Chart 4.12 The mark distribution on the post-treatment autonomy test in both
groups.................................................................................................................60

vi

CHAPTER 1

INTRODUCTION

1.1 Rationale
The autonomy plays a principal role in achievement in all of the levels from
primary school to university. Therefore, numerous studies have been conducted
in this issue with the aim of fostering students‟ autonomy. Studies have
indicated that teachers need to equip themselves with more flexible approaches
(Galton & Eggleston, 1979; Nelson, 1996) for learning effectively. The idea of
Multiple Intelligences has attracted the sizeable interest of many educators as
well as the general public. Schools that use MI theory encourage learning that
goes beyond traditional books, pens, and pencils. MI-based teaching is the way
of teaching to help students reach their potential. However, there has not any
research in using MI in order to stimulate the learner‟s autonomy. MI is still
relatively new in Vietnam although this concept has been studied since 1983 in
Frame of Mind: The Theory of Multiple Intelligences. Because of its newborn
appearance even though it shows striking compatibility with traditional
Vietnamese education models. The application of this model in English
language teaching to develop students‟ autonomy has been studied. This
research was written with the purpose of determine whether MI-based teaching
has any effects on learner autonomy and students‟ English proficiency.

There have been many researchers who notice the importance of MI-based
teaching in stimulating students to learn better as well as fostering learner
autonomy. Richard and Rodgers (2001: 120) stated “The MI classroom is one
designed to support development of the „whole person‟, and the environment
and its activities are intended to enable students to become more well-rounded
individuals and more successful learners in general. Learners are encouraged

to see their goals in these broader terms.” In addition, Christison (1997:9)
also emphasized MI‟s vital role to learner autonomy, he claimed “The more
awareness students have of their own intelligences and how they work, the
more they will know how to use that intelligence to access the necessary
information and knowledge for a lesson”
1


There is much evidence that influence schools influenced by MI theory are
effective (Gardner, 2006: 83) and with understanding of theory teachers can
better understand learners. They can allow students to safely discover their
strengths, learn in many ways and they can help their students to be in control
of their own learning (Guignon, 1998, March 12). Nevertheless, nowadays,
students have not almost had full awareness about the importance of autonomy.
Most of them learn because they are forced to learn. Besides, the traditional
teaching method always focuses on grammar, vocabulary, reading and ignores
important parts such as listening, speaking and pronunciations. As a result, the
lesson is really boring. Particularly, this teaching method focuses on teachers or
centered-teacher teaching, or other words, teachers are the center of teaching
and learning process, students only listen so students are extremely passive in
learning. From these above reasons, I wonder whether IM-based teaching can
help students develop learner autonomy and English proficiency. This is the
reason why I choose this major to study and make experiments. In this study, I
really hope to make a minor contribution to improve the students‟ autonomy.

1.2 Aims of the study
The aim of this study was explore different perspectives of MI-based teaching
method on high school students‟ learner autonomy. It was set out to examine
the impacts of MI teaching on learners‟ autonomy and EFL high school
students‟ English proficiency.

1.3 Research questions
The study was conducted to seek the answers for the following questions
- Will MI-based teaching help to develop EFL high school students' autonomy?
- How does MI-based teaching affect EFL high school students‟ English
proficiency?
1.4 Scope of the study
With the aim of discovering the effect of MI-based teaching on EFL learners‟
autonomy, a survey was conducted to collect the needed data from the learners.
Sixty students of a high school in Nghe An province were involved in this study.
2


1.5 Thesis design
The thesis consists of five chapters.
Chapter 1 is the introduction, which provides a brief introduction, rationale
and an overview of the thesis.
Chapter 2 is the literature review, in which previous research about MI
quizzes, MI in education, MI in teaching and learning was presented. In
addition, autonomy‟s role and principles as well as accessing and developing
autonomy will be discussed carefully.
Chapter 3 introduces the research methodology of the study. It provides
information about the materials, participants, instrument for data collection,
research procedures and data analysis.

Chapter 4 presents the detailed results and discussions developed after the
impacts analyzed.

Chapter 5 contains the implications and conclusions. This chapter summarizes
the main issues touched upon in the research, the limitations of the research and
some suggestions for further studies. Following the chapters are the references

and appendices.

1.6 Methodology
The main methodology used in the project was experimental. Groups of high
school students, the control group and the treatment group in Thanh Chuong
were involved in the study.
The study is intended to measure students‟ autonomy as well as to see benefits
of MI-based lessons with learners‟ autonomy. Using MI-based lessons to
improve learners‟ autonomy is effective or not.

3


CHAPTER 2

LITERATURE REVIEW

This chapter presents a brief review of the literature on the topics that are
generally related to the research in this thesis. Previous studies on the MI
quizzes, MI in education, MI in teaching and learning. In addition,
autonomy‟s role and principles as well as accessing and developing autonomy
will be discussed.

2.1 Multiple Intelligences
Gardner and Armstrong set the stage for exploring the many ways MI theory
which is applied in educational settings around the world. Numerous great
people, researchers, educators, and teachers around the world are working
seriously to apply MI theory, MI-based activities in the lessons as well as
educational activities in order to improve the education and make the learning
periods become more interesting, particularly make learners more interested in

the lessons.

The theory about MI has important implications for teaching in general and
for language learning in particular. (Armstrong 2007; Azar 2006; Buchen
2006; Campbell & Dickinson 2004; Christian 2004; Fogarty & Stoehr 2007;
Tracy & Richery 2007; Viens & Kallenback 2004; Barrington 2004; Chan
2006; Christion & Kennedy 2004; Hall 2004).
Gardner defines intelligence as “the ability to process information that is
activated in a cultural contest for problem solving or creating products which
are worthy in a culture” (Gardner 1999, p. 33). According to him, MI has
been influential in language teaching circles. Teachers who recognize the
multiple intelligences of their students acknowledge that students bring with
them specific and unique strengths, which are often taken into account in
classroom situations.

Gardner claims that all human beings have multiple intelligences in varying
4


amounts. Each person has a different intellectual profile. These intelligences
are located in different parts of the brain and can either work independently or
together. These intelligences can be nurtured and strengthened, or ignored and
weakened. According to Gardner, we can improve education by addressing the
multiple intelligences of our students. Gardner (1999) identifies not two, but
nine different intelligences: linguistic, logical mathematical, spatial, bodilykinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential.
Gardner defined the first seven intelligences in Frames of Mind (1983). He
added the last two in Intelligence Reframed (1999).

The nine Kinds of Intelligences proposed by Gardner are as follows
1) Linguistics (called Word Smart): The capacity of using a word effectively

whether orally or in writing and language to express and appreciate complex
meanings. This intelligence includes the ability to manipulate the syntax or
structure of a language, the semantic or meaning of a language, and the
pragmatic or practical use of a language. There are some characteristics about
this intelligence for example the ability of learning other languages; enjoying
reading, writing and discussing; remembering what have been said or read;
speaking and writing effectively. Linguistic intelligence is the most widely
shared human competence and is evident in poets, novelists, journalists, and
effective public speakers. Young adults with this kind of intelligence enjoy
writing, reading, telling stories or doing crossword puzzles. Their suitable
occupations are poets, novelists, journalists, and effective public speakers,
lawyers, linguistics, PR and media consultants, teachers, translators TV and
radio presenters, voice-over artists, writer.

2) Logical-Mathematical (called Number/Reasoning Smart): The capacity of
using numbers effectively as well as calculating, quantifying, considering
propositions and hypothesizing, and carrying out complete mathematical
operations. This intelligence includes sensitivity to logic patterns and
relationship. Logical-Mathematical intelligence is usually well developed in
mathematicians, scientists, and detectives. It is familiar with the concepts of
5


quantity, time, and cause and effect. Abstract symbols are used to represent
concrete objects and concepts. Liking math and using technology to solve
complex problems. The people whose logical intelligence are interested in
patterns, categories, and relationships and their favorite careers are analysts,
arbitrators, bankers, certified public accountants, computer programmers
accountants, engineers, insurance brokers negotiators, researchers, scientists,
statistician and traders.

3) Spatial (called Picture Smart): The ability to perceive the visual-spatial
word accurately. This intelligence involves sensitive to color, line, shape,
form, space, and the relationship that exist between these elements. It seems to
learn by seeing and observing such as objects, faces, details and scenes as well
as use visual images as an aid to recall information. Major capacities include
mental imagery, spatial reasoning, image manipulation, graphic and artistic
skills, and an active imagination. Some careers such as sailors, pilots,
sculptors, painters, and architects, architects, artists, cartographers, cityplanners, engineers, graphic designers, landscape architects, photographers,
sculptors all exhibit spatial intelligence. People with this kind of intelligence
seem to be fascinated with mazes or jigsaw puzzles, or spend available time
drawing or daydreaming.
4) Bodily-Kinesthetic (called Body Smart): Expertise in using one‟s whole
body to express idea and feeling and facility in using one‟s hands to produce
or transform things. It is the capacity of manipulating objects and using a
variety of physical skills such as being good at concrete learning experiences
such as field trips, model building, or participating in role play, games,
assembling objects, or physical exercise as well as the ability of demonstrating
skills in acting, athletics, dancing, sewing, carving or keyboarding. Some
careers such as athletes, biologists, dancers, geologists, instrumentalists,
nurses, physical education teachers, physical therapists, physicians, actors,
sign-language interpreters exhibit this kind of intelligence.

6


5) Musical (called Musical Smart): The capacity to perceive, transform, and
express musical forms. Expressing interest to a variety of sounds including the
human voice, environmental sounds, and music, and organizes such sounds
into meaningful patterns. Being eager to be around and learn from music and

musicians. Learners seem to learn most effectively when they use sounds or
music to do the exercises or homework. Moreover, they have the special
ability of music such as composing the songs, singing the songs. On the other
words, musical intelligence is the special capacity to discern pitch, rhythm,
timbre, and tone. This intelligence enables us to understand, recognize, create,
reproduce, and reflect on music and rhythm. The appropriate occupations for
the young adults whose musical intelligences are

composers, conductors,

musicians, vocalist, judges‟ musical competitions and sensitive listeners, DJs,
entertainers, environment and noise analysts, music producers, musical
instrument repair specialists, musical performers, singers, voice coaches.

6) Interpersonal (called People Smart): The ability to perceive and make
distinctions in the moods, intentions, motivations, and feeling of other people.
It also is the capacity of understanding, communicating and interacting
effectively with other Working and cooperating with other partners effectively
are the great strengths from the interpersonal intelligences and they seem to be
easy to become leaders among their peers, are good at communicating, and
seem to understand others‟ feelings and motives. The people whose
interpersonal intelligence would like to work with various people in groups,
teams or pairs. Expressing an interest in interpersonally-oriented careers such
as teachers, social workers, consultant, managers or politicians, advertising
professionals , care givers, coaches and mentors, counselors, educators, health
providers, HR professional mediators, psychologists, sales-people, therapists,
trainers.

7) Intrapersonal (called Self Smart): Self-knowledge and the ability to act
adaptively on the basic of that knowledge. This intelligence includes having

an accurate picture of oneself, awareness of inner mood, intentions,
7


motivations, temperament and desires as well as use this knowledge in
planning one‟s life. The people whose interpersonal intelligences seem to
work on their own rather than with others and obviously, they are easy to get
better results when doing individually in comparison with cooperating with
other partners. Psychologist, spiritual leaders, and philosophers may be really
appropriate for the people‟s intrapersonal intelligence.

8) Naturalist (called Nature Smart): having ability of recognizing and classify
of the numerous species of an individual‟s environment (Armstrong, 2008, pp.
6-7) as well as having an interest in and good knowledge of how the body
works and keeps abreast of health issues. The more special thing is the ability
of “read” weather signs. Moreover, having an understanding of, and interest in
are the main global environmental issues. It is the human ability to
discriminate among living things such as plants and animals as well as
sensitivity to other natural features of the natural world for example clouds
and rock configurations.

9) Existential Intelligence
Existential intelligence is sensitivity and capacity to tackle deep questions
about human existence, such as the meaning of life, why do we die, and how
did we get here.
2.1.1 The definitions
Up to now, there have been various definitions about MI, for learners MI are
abilities to do something effectively, especially in learning English as second
language. Discussing about the vital role of MI, Gardner (1983) states as “the
ability to solve problems or to create products that are valued within one or

more cultural settings”.
MI-based teaching usually concentrates on students‟ unique abilities, which is
reported by Richard & Rodgers (2001: 123) that MI approach has been grown
in the increasing popularity to characterizing the ways which learners are
unique and to developing instruction to respond to this uniqueness. Moreover
8


MI is considered one of a set of such perspectives dealing with learner
differences and borrows heavily form these in its recommendations and designs
for lesson planning.
Having discussions about MI theory Barrington (2004); Kornhaber, Fierros,
and Veenema (2004); Cohen & Weaver (2004); Curtin (2005); Mitchel &
Myles (2006); Oxford, Cho, Leung, & Kim (2004); Oxford & lee (2008) stated
that MI theory can be a new and effective method for presenting different
strategies of teaching and can help students achievements ameliorated.
Gardner describes intelligence as “the ability to process information that is
activated in a cultural contest for problem solving or creating products which
are worthy in a culture” (Gardner 1999, p. 33). Richard and Rodgers (2001)
define MI theory as a way that not only has been attended to in public
instruction but also in teaching English and its application in teaching English
is recent and new (p. 117).

According to Gardner (1999a), intelligence is the ability to create an effective
product or offer a service that is valued in a culture, is a set of skills that make
it possible for a person to solve problems in life, and is the potential for finding
or creating solutions for problems, which involves gathering new knowledge.

MI theory can be a new and effective method for presenting different strategies
of teaching and learning as well as can help students get achievements.

(Barrington 2004; Kornhaber, Fierros, and Veenema 2004; Cohen & Weaver
2004; Curtin 2005; Mitchel & Myles 2006; Oxford, Cho, Leung, & Kim 2004;
Oxford & lee 2008).

2.1.2 MI quizzes
The Multiple Intelligence quizzes‟ aim is to measure the learners‟ intelligences
including verbal (linguistic), visual logical, musical, kinesthetic, interpersonal,
intrapersonal and naturalistic intelligences. With each intelligence, there are
9


different activities and quizzes to measure learners‟ intelligences.

In order to examine the Linguistic Intelligence, numerous activities are
conducted including writing a set of instructions; speaking on a subject; editing
a written piece or work; writing my own story, a speech, a passage, a essay or
even an article; commentating on an event; applying positive or negative 'spin'
to a story as well as being able to learn other languages; even composing a
poem. Moreover, spending great time on reading books, newspapers and
playing word games or crosswords

According to Gardner (1983), Logical-Mathematical Intelligence provides us
the ability to use the numbers as well as to understand the principles of a
logical system. This intelligence is presented in performing a mental arithmetic
calculation; creating a process to measure something difficult; analyzing how a
machine works; devising a strategy to achieve an aim; assessing the value of a
business or a proposition; expressing in careers such as accounting, computer,
technology and law as well as using abstract symbols to represent concrete
subjects and concept. Armstrong (1999: 99) recommends several tactics used in
solving problem “find analogies; separate various part of a problem; propose

the possible solution and then work backward”.

Musical Intelligence is the ability perceives and appreciates the rhythm, pitch
and melody. This intelligence is shown in listening and responding with the
interest to a variety of sounds including the human voice, environmental
sounds, and music, and organizes such sounds into meaningful patterns;
performing a musical piece; singing a song; reviewing a musical work;
developing the ability to sing or play the musical instruments; specifying mood
music for telephone systems and receptions. Up to now several researchers
have studied about the effects of music in classroom such as Rauscher, Shaw
and Ky (1997), Benenzon (1995). It can be seen that development of musical
intelligence in the classroom can help students concentrate more, stimulate the
creative process and foster the relaxation.
10


Bodily-Kinesthetic Intelligence refers to the ability to use the body to express
yourself for example; gestures are movements of to communicate an idea,
intention or feeling. Other activities are involved including role plays, drama,
games, project work, model building or physical exercises. This intelligence is
performed in demonstrating skill in acting, athletics, dancing, and sewing,
carving or keyboarding. Phenix (1964:165) explains about the importance of
movement in every human activity “To be alive is able to respond to be moved
and to move. All perceptions of surrounding world are accompanied by motor
reactions. No instrument is as elaborative, sensitive and responsive as the
human body”. Kellerrnan (1992) proposed the use of video-recorded
interactions in order to improve listening comprehension skill.

The Spatial-Visual Intelligence is the ability to perceive all of the elements
including shape, size, form, color, line and space which are very necessary to

create metal images of something. This ability is learned through seeing and
observing as well as visual images are used to a aid in recalling information.
Many activities are proposed for the Spatial-Visual Intelligence, for instance
designing a costume; interpreting a painting; creating a room layout , a
corporate logo; designing a building; packing a suitcase or the boot of a car and
reproducing objects in visual form. The view of Tomlinson (1998) about the
relationship between reading comprehension and metal images was that when
metal images are used systematically they will become a remarkably useful
strategy, because the visualizing while trying to understand a context is really
important for meaning making.

Interpersonal Intelligence is the ability to understand other people‟s
perspectives, to harmonize with others, to work cooperatively and
communicate effectively as well as to convince others in order to achieve
personal purposes. Hymes (1971) and Canale and Swain (1980) supposed that
language learning is a social process which has a main goal of development
communicative competence. Vygotsky (1978) emphasized that learning is
11


shaped and influenced by social interactions. Casal (2002), who had a total
agreement about application in the classroom, proposed that cooperative
learning is a good method which helps to develop this intelligence in language
classroom. Some activities are used to examine this intelligence such as
interpreting

moods

from

facial

expressions;

demonstrating

feelings

through body language; affecting the feelings of others in a planned way;
coaching or counseling another person; forming and maintaining the social
relationship. Besides it is the ability of co-operate and co-work with other
people with several other activities for instance working in groups, teams or
pairs.

Intrapersonal Intelligence gives us the capacity to understand the internal
aspects of the self and to practice the self-discipline. Understanding your
capacity and limitation to optimize personal performance is one of tremendous
opportunities of learning style research applied to language learning
(Christison, 1999; Reid, 1995, 1998). Language learning tasks for this ability
including asking learners to think the color, size and texture which express
their feeling or reading activities where students to develop their attitude
towards a problem (Robles, 2002). There are numerous activities relating to
Intrapersonal Intelligence, for instance, considering and deciding one's own
aims and personal changes required to achieve them (not necessarily reveal this
to others); and deciding options for development; considering and decide one's
own position in relation to the Emotional Intelligence model (being aware of a
wide range of emotion); identifying and pursuing one‟s goals.

Naturalist Intelligence is the ability to discriminate among a variety flora and
fauna, enjoyment the natural world and ecological sensitivity (Arnold and

Fonseca: 2004). Several activities are used to measure this ability such as
recognizing and name many kinds of the trees, flowers and animals; describing
the process of recycling or tasks involving direct field observation and
classification of vegetables and animals; having an interest in and good
knowledge of how the body works and keeps health issues; being conscious of
12


tracks, nests, and wildlife even on a walk and can “read” weather signs; having
an interest in the main global environmental issues.

2.1.3 MI in education
Obviously, MIs play a crucial part in education, for all of the subjects,
especially in learning English as the second language. Recently MI theory has
been considered in language teaching. Teachers started recognizing the
remarkable benefits of using MI theory to enhance learner‟s abilities individual
needs. According to Snider (2001) MI theory-related materials have the strong
potential to improve foreign language (FL) instruction because theory engage
learner‟s innate abilities (p. 6).

As Armstrong clarifies (2009), each person has different capacities in various
intelligences which are outlined above (2.1); however, they function together in
different ways that are unique to each. It is really interesting to define that
intelligences can be associated and related to the key competences in a rather
direct way. As an example, mathematical competence has the relationship to
the use of logical-mathematical intelligence, knowledge of interaction with the
physical world can be linked to visual spatial and also naturalistic intelligences,
competence in social skills and citizenship is associated with interpersonal
intelligence, autonomy and personal initiative in addition to learning to learn
competence can be related to the use of intrapersonal intelligence, and cultural

and artistic competence-to musical intelligence (Curso, 2012). Varied tasks
which require different intelligences an actually trigger the enhancement of the
key competences. As a result, MI-based activities, in theory, could actually
bring to EFL classroom double advantage, both allowing students to use their
personal strengths and private intelligences and also develop new ones,
alongside improving their proficiency in English. As Rubado (2002) proposes,
if using of strong points in the process of learning would be made, students
could more easily realize that they are all smart and intelligent in many ways as
well as they explore their own potentials, which would also help them to
become more motivated and enjoy themselves in classes.
13


According to Sam and Lunenburg (2004), by using the multiple intelligences
approach in your classroom, the teacher will provide opportunities for authentic
learning based on his/her students‟ needs, interests, and talents. The multiple
intelligences classroom acts like the “real” world. For example, the author and
the illustrator of a book or the actor and the set builder in a play are equally
valuable creators. Students become more active, involved learners. Teachers
and students come to view intellectual ability more broadly. Drawing a picture,
composing or listening to music, sculpting an object, watching a performance,
writing a poem, passage about the lesson, participating role play-these activities
can be vital learning experiences. These activities will provide students with
opportunities to show all of their strengths as well as their full potentials.
Moreover, the lessons seem to be more fascinating, interesting and exciting,
avoid boredom. There are many ways to apply multiple intelligences theory in
the classroom.

Silver, Strong and Perini (1997: 24) insist that exploiting MI in classroom
minimizes potential limitations and stimulate students‟ abilities, therefore,

enhance productivity as a result of increasing motivation. Pokey (2003),
suggest that using MI stands for a positive change not only as far as students
are concerned, but also for teachers.

Discussing about applying MI theory in education, Armstrong (2009) states
that MI theory opens the door to a wide range of teaching strategies that can be
easily implemented in the classroom. In many cases, they are strategies that
have been used for decades by good teachers. In other cases, the theory of
multiple intelligences offers teachers an opportunity to develop innovative
teaching strategies that are relatively new to the educational scene. MI theory
suggests that no one set of teaching strategies will work best for all students at
all times. All children have different proclivities in the eight intelligences, so
any particular strategy is likely to be highly successful with one group of
students and less successful with other groups. For example, teachers who use
14


the Rhythms, Songs, Raps, and Chants strategy discussed in this chapter as a
pedagogical tool will probably find that musically inclined students respond
while nonmusical students remain unmoved. Similarly, the use of pictures and
images in teaching will reach students who are more spatially oriented but
perhaps have a different effect on those who are more physically or verbally
inclined.

There have been numerous previous researchers who have investigated the
effect of MI on learning language with more studies for explaining the
application of MI theory in improving language learning particularly in higher
education. According to Armstrong, Fugarti & Stoehr (2007), usage of MI
theory as an instructional plan is one of the most effective solutions to
eliminate decrease of language learning (Chan, 2008) as well as being lack of

interest and motivation and difficulty of students.

Sam and Lunenburg (2004) claim that at all levels of education, teachers
explore more effective methods of assessment which encourage their students
to demonstrate understanding through multiple intelligences. Elementary
students compose and perform songs about grammar concepts. Middle school
students create multimedia presentations combining animations, compositions,
and writing to accommodate interdisciplinary units. High school students
demonstrate mastery of self-developed research questions through art, writing
portfolios, and delivering presentations to education stakeholders. During a
writing unit, cooperative learning groups help edit other students‟ essays.

2.1.4 MI in teaching and learning English
There is numerous evidence that students and schools that are influenced by
Multiple Intelligence theory effectively (Garner 2006:83). If teachers have
good understanding of the theory, they, of course, understand better about their
learners. Therefore, they can allow the learners to safely explore their own
strengths and teachers can help their learners to be in control of their own
learning (Guignon, 1998)
15


The main goal of MI in teaching is to encourage students to deeply understand
the matter and strengthen solving-problem ability. Classroom activities often
activate more than one of the Multiple Intelligences. For example, consider the
following classroom activities:

Writing passage, report, journal or essay is one of the best ways to activates
Linguistic Intelligence. Armstrong (2009) suggested writing a poem about the
next summer holiday which is contributed by a group and each person writes a

line. Moreover, reading passages or stories and discussing about any problems
to find out the solutions relate to the Linguistic Intelligence. In these exercises,
students can express their use of language and knowledge of linguistics.

Different studies carried out by Simeon (1995) and Mettetal, Jordan & Harper
(1997) prove that students, teachers and parents tend to show a very positive
attitude towards the idea of implementing MI-based activities in classroom
with the aim of improving students‟ English proficiency. Broderick and Allen
(2000) offer a model for practical application of MI-based tasks to teaching in
general.

Composing a song is an active activity to not only promote Musical but also
Linguistic Intelligences. This activity makes a great contribution for students to
create most effectively. In addition, musical melodies will definitely brings
learners lessons more interesting and fully exciting. A suggestion for
Armstrong (2009) is that making a rap or a song about summer.

Group discussion has been growing in the enormous popularity in order to
activate linguistic and interpersonal intelligences. “Having a group discussion
about what you think make a great summer and collect a spokesperson to
summarize your conclusion in font of class”, another suggestion from
Armstrong (2009).

16


Making a video is combination many Intelligences such as LogicalMathematical, Musical, Linguistic, Interpersonal, and Spatial Intelligences.
Putting on a play also enhances several Intelligences including Musical,
Linguistic, Interpersonal and Spatial. Role play is another activity which
requires numerous Intelligences such as Kinesthetic, Linguistic, interpersonal.

Within language teaching, it is fair to say that role play is used to relatively
little and where it is used it is essentially considered for a fun activity which
brings psychological and tactical benefits (Skelton, Hammond, Wiskin,
Fritzmaurice).
Making graphs, constructing timelines and designing poster activates logicalmathematical and spatial intelligences. Stating about the importance of posters,
Osa and Musser (2004) believe that posters are colorful, attractive learning
media which can enhance the learning environment, create a active and
effective learning atmosphere for students. This paper describes the value of
posters in the educational setting, offers suggestions on selecting posters for
learning, and includes examples of various types of learning posters. Moreover,
posters give students opportunity to interact information to be learned in
diverse ways as well as encourage active engagement in learning and selfmotivation.
There is much evidence that schools influenced by Multiple Intelligence theory
are effective (Gardner 2006:83) and with an understanding of theory teachers
can better understand the learner. They can allow students to safely discover
their strengths and their full potentials as well as learn in many ways and they
can help their students to be in control of their own learning (Guignon 1998,
March 12).
It is very common that schools have been emphasizing the reading skill,
writing skill and grammar in learning teaching. Multiple Intelligence theory
opens the door to the variety of teaching strategies which can easily be applied
in the language classroom. It gives teachers opportunities to wide modern
teaching strategies by using various assignments and activities (Armstrong
17


2000:51). These new strategies brought students many ways to acquire
knowledge subconsciously and effectively. It means students were not aware
that they were learning, their learning lessons seemed to have been relaxing and
less stressful.

Teachers have to use many different strategies and activities to meet all needs
of students and stimulate their full potentials. The theory can be used in
different ways in entire school systems. This method offers opportunities for
students to use and to develop all of the intelligences. It also offers different
learning styles and methods as well as various activities. Each of intelligence is
prospective in every learner and it is the part of the teacher‟s job to look after
and help children to develop their own intelligences (Nolan 2003: 119).

Armstrong (2000:51) states that as long as teachers use a range of different
intelligences. There are 8 Multiple Intelligences in the Classroom a number of
ways of introducing the model or of following up your five minute introduction
with reinforcing activities and supplementary experiences.

It is interesting to find that many different methods have the close the
relationship with Multiple Intelligences such as Silent Way, Total Physical
Response or The Communicative Approach. For example the Silent Way
emphasizes the development of students‟ inner thinking (Intrapersonal
Intelligence). Total Physical Response improves learning through physical
actions (Body-Kinesthetic Intelligence). The Communicative Approach and
cooperative stress the the necessarily relationships among people (Interpersonal
Intelligence) (Lin 2005 March 12).

2.2 Autonomy
In theory, we may define autonomy as the freedom and ability to manage one‟s
own affairs, which entails the right to make decisions as well (Scharle and
Szabó: 2000). To get any achievements, the autonomy plays an important role
in successful progress. Having discussed about this issue, Scharle and Szabó
18