IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v7y2017i3p2158244017722582.html
   My bibliography  Save this article

EFL Teachers’ Multiple Intelligences and Their Classroom Practice

Author

Listed:
  • Zahra Dolati
  • Abdorreza Tahriri

Abstract

This study sought to investigate whether there are differences among EFL instructors of various intelligence types in terms of the types of activities that they implement in their classes. It also sought to investigate teachers’ perceptions about the theory of multiple intelligences. To this end, 30 male and female EFL instructors teaching the same textbook with the same method of teaching participated in the present study. To gather the data, three successive sessions of each class were observed and the class activities were recorded through an observation schedule. Semistructured interviews were also carried out to explore the teachers’ perceptions of multiple intelligences. And finally, teachers’ dominant type of intelligence was determined by Multiple Intelligences Checklist. The results of one-way ANOVA and post hoc test revealed that only teachers of logical-mathematical type were influenced by their dominant intelligence type and other intelligence types did not exert a significant influence on the types of activities being implemented in the classes. The results of this study can be a fillip at least for teachers with logical-mathematical intelligence to be careful about their dominant intelligence type, not allowing it to affect their teaching and to compel them to use activities in line with their dominant intelligence.

Suggested Citation

  • Zahra Dolati & Abdorreza Tahriri, 2017. "EFL Teachers’ Multiple Intelligences and Their Classroom Practice," SAGE Open, , vol. 7(3), pages 21582440177, August.
    • Handle: RePEc:sae:sagope:v:7:y:2017:i:3:p:2158244017722582
    DOI: 10.1177/2158244017722582
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/2158244017722582
    Download Restriction: no
    File URL: https://libkey.io/10.1177/2158244017722582?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:7:y:2017:i:3:p:2158244017722582. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.