Multiple intelligence theory and foreign language learning: a brain-based perspective

Student profiling and learning strategies have gained the interest of many researchers. In language learning in particular, understanding students’ learning strategies as well as their multiple intelligence profiles is significant because it allows the teachers to develop and design lessons and materials that are customised to their diverse learning needs. Hence, this study investigates the Multiple Intelligences (MI) and Language Learning Strategy (LLS) profiles of students from various science and technology faculties of Universiti Teknologi MARA (UiTM) Terengganu, with a focus on gender differences. The study’s objectives were to determine the dominant students’ MI profiles, their preferred LLS, and gender variations in these variables. Two instruments were adopted in this study, namely McKenzie’s Multiple Intelligences Inventory and the Strategy Inventory for Language Learning (SILL). The findings indicated that the students mostly acquire introspective intelligence, and the majority of male respondents use metacognitive learning strategies. However, the findings revealed a significant positive relationship between MI and LLS. Based on these findings, the study emphasises the importance of incorporating MI and LLS in language teaching and learning and provides recommendations for language teachers to create lesson plans and teaching materials that suit the students’ needs.

The notion of intelligence is conceptually and practically important for those working in the field of gifted education. In this paper, Gardner's theory of Multiple Intelligence is considered from the perspective of its educational viability, especially in comparison with the more traditional IQ‐based construct of intelligence. Empirical and theoretical support and contradictory findings are discussed, from the literature in cognitive science and gifted education. It is concluded that Multiple Intelligence theory, by virtue of its integrative possibilities and its theoretical breadth, is worthy of further investigation and consideration by gifted educators.

ABSTRACTThe interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain (12–16 years old).This work presents a preliminary evaluation of how relevant is Gardner's multiple intelligence theory (MIT) in the teaching–learning process within the Technology Lessons. In this sense, MIT was considered as an explanation variable of the emotional response within the different educational parts (so-called syllabus units, SU) in the Technology spanish curriculum. Different intelligence style (IS) will orient the student to a vision of the engineering and technology. This work tries to identify which relationships can be established between IS and specific technology and engineering learning. This research involved up to 135 students were subsequently tested about their predominant (IS) and on the emotions that arouse in them when working with each SU. The results were statistically significant and only those with a Logic-arithmetic or Environmental IS were not affected by the SU.Best teaching and learning practicesare required for encouraging further engineering studies.

Multiple intelligences theory offers a framework to understand diverse cognitive abilities beyond traditional IQ. This study aims to explore the multiple intelligences of the main character, James Howard, in George Bamber's radio drama Return to Dust, using Howard Gardner's Multiple Intelligences theory. Employing a qualitative descriptive research design, the study transcribed and classified the character's monologues and dialogues to identify instances of linguistic, mathematic, spatial, kinesthetic, interpersonal, and intrapersonal intelligences. The findings indicate that linguistic and intrapersonal intelligences are the most dominant, each accounting for 25% of the observed intelligences. Spatial and interpersonal intelligences each represent 15%, while mathematic and kinesthetic intelligence accounts for 10%. Naturalistic and musical intelligences were not found in this audio drama. This study shows that the main character uses linguistic intelligence through vivid figurative language, mathematic intelligence through rational thinking, and spatial and kinesthetic intelligence in dealing with physical changes. Interpersonal intelligence is seen from his interactions with other characters, while intrapersonal intelligence is reflected through self-awareness and emotional reflection. This study confirms drama as a medium that depicts diverse cognitive and emotional abilities, expanding the understanding of intelligence in literature

This research aims to compare Carol Dweck's Growth Mindset Theory and Howard Gardner's Multiple Intelligences Theory in the context of developing individual potential. The study utilizes literature review and comparative analysis as the research method to compare the two theories. In the pursuit of optimizing individual potential, the growth mindset emphasizes the importance of a developing mindset, viewing failures as opportunities for learning, and creating a supportive learning environment. On the other hand, multiple intelligences theory acknowledges the diversity of intelligences and advocates for the development of all types of intelligence in education. In inclusive modern education, the application of both theories can motivate students to grow and learn, develop self-confidence, and optimize their potential in various areas of intelligence. Through this approach, modern education can create a stimulating environment, facilitate holistic development, and produce individuals who are prepared to face future challenges. By understanding the differences and similarities between these two theories, education can adopt an inclusive approach that focuses on the full development of each individual's potential, ensuring that students are empowered to achieve academic success and optimal personal growth.

Higher-order thinking skills (HOTS) have become the focus of daily teaching and learning processes in response to the needs of current educational policies. Since 2013, history has been considered a mandatory subject for the Malaysia Certificate of Education (SPM). Therefore, the Ministry of Education of Malaysia (MoE) highly recommends History teachers to apply various teaching strategies that could attract students’ interest towards learning the subject. One of these is Howard Gardner's Multiple Intelligence Theory, which he proposed in 1983.Multiple Intelligence Theory is important due to its close relationship with the field of education. This study was meant to identify types of multiple intelligence applied by the History teachers to stimulate HOTS and to elaborate the teaching approaches that were simultaneously implemented with multiple intelligence to stimulate HOTS among students. During the instillation of HOTS in the History subject, a qualitative study was conducted to discover the sorts of multiple intelligences used and the teaching styles that complement the detected intelligence. Three Excellent History Teachers served as the test subjects. The information was gathered through a triangulation technique that included observation of the teaching and learning process, interviews, and document analysis. The ATLAS.ti 7.0 software was used to analyze and triangulate the data. The findings revealed that during the process of instilling HOTS in History, all informants mostly used verbal-linguistic, interpersonal, and visual-spatial intelligence. Excellent history teachers were also discovered complimenting other teaching methods such as conversation, questioning, and graphical presentation with the proper multiple intelligence in instilling HOTS in students.

Recent research on students’ multiple intelligences, self-efficacy, and language learning strategies has provided evidence for the development of crucial constructs and generalizations which have direct applications to language classrooms. The present study examined the interrelationships between the strategies language learners take, their level of self-efficacy, and the types of their intelligences (based on Gardner’s (1983) Theory of Multiple Intelligences). To do so, Nation’s (1990) 50-item multiple-choice vocabulary test was administered by a university department to form homogeneous groups across all the majors of the department. Then, three surveys were adapted to explore the links between (1) Self-efficacy in Reading (SER) (Prat-Sala & Redford, 2010), (2) a Multiple Intelligence Scale (Armstrong, 1993), and (3) Oxford’s (1990) Language Learning Strategies. The most striking observation to emerge from the data comparison was that self-efficacy had no significant correlation with multiple intelligences. However, as expected, there was a significant correlation between language learners’ perceptions of their self-efficacy and their language leaning strategies. Additionally, a multiple regression analysis indicated notable results on the use of self-efficacy and multiple intelligences to predict language learning strategies.

The literature in gifted education emphasises the importance of early identification and nurturance of children's gifts. However, the means for ready identification of children in early childhood, other than formal testing, have not always been as clearly developed. The problem of identification is exacerbated when the children are from culturally diverse groups and their first language is not that of the school's. Such groups include children from non-English-speaking backgrounds, Aboriginal children and economically disadvantaged children. This paper suggests the ways in which teachers can structure their classrooms, provide a range of challenging activities and develop their observational skills in order to identify the intellectual strengths of their students, particularly through the use of Gardner's Multiple Intelligences Theory as a framework for recognising children's intellectual strengths.

It has been proved that it's helpful to improve brain electrical activity mode through effective exercise training. According to Gardner's multiple intelligences theory, after a long period of professional training, college students of different specialties may also have intellectual independence and EEG specificity. In this study, the author chose motor imagery EEG of college students specialized in mathematical logic and sports education as the experimental data, and used Genetic Algorithm and BP neural network for EEG feature selection and pattern classification, in order to find impact characteristics of long-term exercise training on EEG. The experiment results showed there were significantly difference between these two specialties on the change of fi and he band power in the left prefrontal area, the right parietal, the left middle temporal lobe and the right middle temporal lobe in the process of motor imagery tasks. Among these, the left and the right middle temporal lobe and he wave have the greatest impact.

With the ongoing digital transformation in education, digital resources are increasingly applied in lower secondary Chinese language teaching, yet their use still lacks systematic pedagogical guidance. Based on a survey of Chinese teachers in Ho Chi Minh City, this study examines the effectiveness of digital resources through the lens of Multiple Intelligences (MI) theory. Findings reveal that digital tools are effective in supporting linguistic, spatial, musical, and bodily-kinesthetic intelligences, but show clear limitations in supporting logical-mathematical, intrapersonal, interpersonal, and naturalist intelligences. These gaps suggest the urgent need for instructional design that leverages Multiple Intelligences theory to create digital resources that are personalized, interactive, and feedback-oriented. Such resources can better accommodate diverse learning styles, promote student engagement, and enhance the overall effectiveness and sustainability of Chinese language teaching at the lower secondary level.

This article reports on the implementation of a teaching approach based on Gardner's theory of multiple intelligences (MI) at a school in the Hammanskraal area in Gauteng, South Africa. The aim was to determine the impact that such an approach would have on teachers, learners and learner performance. This article discusses the implementation process and the impact thereof on learner results and conduct, as well as learners' opinion on the implementation of the MI approach in the classroom. The study showed that the implementation of a new approach should be monitored regularly and that teachers should receive ample support. An MI approach to teaching had a positive influence on learners' conduct and academic achievement. It also made learners more aware of their own strengths and weaknesses and how to overcome weaknesses. Learners indicated that they prefer an MI approach in teaching.

Based on the theory of multiple intelligences, this paper discusses the methods and strategies for the evaluation and improvement of college dance courses. Firstly, this paper introduces the concept and development of multiple intelligence theory and emphasizes its complement and perfection to traditional intelligence theory. Then, it analyzes the problems and shortcomings of current college dance courses, including overemphasis on skill training and single evaluation criteria. Then, it puts forward the curriculum evaluation index based on the theory of multiple intelligences, including the evaluation of students’ multiple intelligences development and the evaluation of curriculum design and teaching methods. At the same time, curriculum evaluation tools and methods are discussed, such as questionnaire survey, observation record, learning achievement display and student self-rating. In the aspect of curriculum improvement and perfection strategy, it emphasizes the application of multiple intelligence theory, interdisciplinary integration and the introduction of scientific and technological means. In terms of curriculum implementation and effect evaluation, the importance of students’ comprehensive intelligent evaluation and students’ feedback is emphasized. Finally, the paper summarizes the practical value of the evaluation and improvement of college dance courses based on the theory of multiple intelligences and looks forward to the future research direction and prospects.

With the development of the times, people put forward higher and higher requirements for teaching, as well as physical education “Multiple Intelligences Theory" is applied in teaching reform in many fields. Multiple intelligences theory also plays a key role in sports teaching reform and promotes the development of sports teaching reform. The application of Multiple Intelligences Theory in physical education makes up for many shortcomings in traditional physical education. The teaching of eight kinds of intelligent organization courses is not only consistent with the spirit of quality education, but also aims to build a new physical education model suitable for students' comprehensive development in view of the shortcomings of traditional physical education and the needs of the times. Combining the characteristics of physical education teaching and the actual situation of students, it discusses how to apply Multiple Intelligences Theory to cultivate students' comprehensive intelligence in school physical education, in order to provide theoretical reference for physical education teaching reform.

The present paper aims to investigate the English as a foreign language (EFL) learners’ multiple intelligences (MIs) in the preparatory year at Taif University in Saudi Arabia, and to provide suggestions for EFL instructors to integrate MIs in their lesson plans for instructional use in the classroom. To achieve these purposes, the researcher attempted to answer three questions. The first question investigated the different types of MSs that EFL learners possess. The second question examined whether there were any statistically significant differences (a= 0.05) in EFL learners’ MIs due to stream (Humanities, Sciences and Health). The third question was an attempt to synthesize literature in order to suggest ways for instructors to integrate MIs in the EFL classroom. A questionnaire of 4- Likert Scale was used to gather data from four hundred and eighty two students to answer the first two questions. And content analysis was used to answer the third question. The collected data were analyzed in the form of descriptive statistics. The results revealed that students do not tend to have interest in musical and naturalistic intelligences. In addition, there were statistically significant differences among the streams in the perceptions of their MIs in favor of the health stream students. The researcher also synthesized literature and suggested a number of techniques and activities to help instructors integrate MIs in their plans. Based on the results, the researcher presented a number of conclusions and recommendations.

The notion of “multiple intelligences” (MI) was established by Howard Gardner, a psychologist from the United States, during the latter part of the 1970s and the early part of the 1980s. Gardner introduced the concept of MI in his 1983 publication titled Frames of Mind: The Theory of Multiple Intelligences, positing that individuals possess unique cognitive abilities across eight discrete domains. As per the theory, there exist nine discrete categories of intelligence, such as logical-mathematical, visual-spatial, musical-rhythmic, verbal-linguistic, bodily-kinesthetic, intrapersonal, interpersonal, existential, and naturalistic. Individuals construct their distinct cognitive frameworks by engaging in activities that are highly valued within their respective cultural contexts. The present article furnishes a comprehensive outline of the rationales and plausible scenarios for deliberating MI theory with pre-service educators during their teacher training. This study examines the significance of Universal Design for Learning (UDL) and comparable models in the context of teacher training, taking into account the distinctions between the semantic theoretical foundations of intelligence in Multiple Intelligences (MI) theory and learning styles theory.