Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms

The multiple intelligence (MI) theory suggests that students learn in different ways based on their intelligence strengths, thus, proposes teachers employ a variety of intelligences to engage students in the teaching and learning process. This study explores the application of MI in the Malaysian En...

Full description

Bibliographic Details
Published in:International Journal of Evaluation and Research in Education
Main Author: Ariffin K.; Husin M.S.; de Mello G.; Ibrahim M.N.A.; Omar N.H.; Ishak N.
Format: Article
Language:English
Published: Institute of Advanced Engineering and Science 2024
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85197145275&doi=10.11591%2fijere.v13i4.27797&partnerID=40&md5=613477fd41766448c02b08e7fa82dc33
id 2-s2.0-85197145275
spelling 2-s2.0-85197145275
Ariffin K.; Husin M.S.; de Mello G.; Ibrahim M.N.A.; Omar N.H.; Ishak N.
Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms
2024
International Journal of Evaluation and Research in Education
13
4
10.11591/ijere.v13i4.27797
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85197145275&doi=10.11591%2fijere.v13i4.27797&partnerID=40&md5=613477fd41766448c02b08e7fa82dc33
The multiple intelligence (MI) theory suggests that students learn in different ways based on their intelligence strengths, thus, proposes teachers employ a variety of intelligences to engage students in the teaching and learning process. This study explores the application of MI in the Malaysian English as second language (ESL) classrooms and the extent to which teachers provide instructions that meet the needs of the students in the classroom. Data were procured from a survey questionnaire that gauged teachers’ teaching activities in ESL classrooms under Gardner’s eight constructs of MI: linguistic, logical-mathematical, spatial, interpersonal, intrapersonal, bodily-kinesthetic, naturalist, and musical. Descriptive statistics using mean score and independent sample t-test was employed in the data analysis procedures. The findings reveal that only 58% of the teachers had knowledge of the MI theory, with only 12% having received formal pedagogical training on MI. In addition, the eight intelligences were not practiced equally. Interpersonal, linguistic, intrapersonal, and spatial intelligences seemed to be the most common strategies employed by teachers in their teaching as these MI are usually measured in the standardized tests while naturalistic and musical intelligences were the least frequently integrated as they are not included in the assessment scale in ESL. Such findings have significant pedagogical implications as classroom teachers should acknowledge the different levels of strengths and motivations in learning among the students. The study highlights the need to provide teachers with training and integrating personalized learning, utilizing students’ strong aspects, and employing a variety of teaching methods in the classroom. © 2024, Institute of Advanced Engineering and Science. All rights reserved.
Institute of Advanced Engineering and Science
22528822
English
Article
All Open Access; Gold Open Access
author Ariffin K.; Husin M.S.; de Mello G.; Ibrahim M.N.A.; Omar N.H.; Ishak N.
spellingShingle Ariffin K.; Husin M.S.; de Mello G.; Ibrahim M.N.A.; Omar N.H.; Ishak N.
Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms
author_facet Ariffin K.; Husin M.S.; de Mello G.; Ibrahim M.N.A.; Omar N.H.; Ishak N.
author_sort Ariffin K.; Husin M.S.; de Mello G.; Ibrahim M.N.A.; Omar N.H.; Ishak N.
title Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms
title_short Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms
title_full Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms
title_fullStr Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms
title_full_unstemmed Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms
title_sort Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms
publishDate 2024
container_title International Journal of Evaluation and Research in Education
container_volume 13
container_issue 4
doi_str_mv 10.11591/ijere.v13i4.27797
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85197145275&doi=10.11591%2fijere.v13i4.27797&partnerID=40&md5=613477fd41766448c02b08e7fa82dc33
description The multiple intelligence (MI) theory suggests that students learn in different ways based on their intelligence strengths, thus, proposes teachers employ a variety of intelligences to engage students in the teaching and learning process. This study explores the application of MI in the Malaysian English as second language (ESL) classrooms and the extent to which teachers provide instructions that meet the needs of the students in the classroom. Data were procured from a survey questionnaire that gauged teachers’ teaching activities in ESL classrooms under Gardner’s eight constructs of MI: linguistic, logical-mathematical, spatial, interpersonal, intrapersonal, bodily-kinesthetic, naturalist, and musical. Descriptive statistics using mean score and independent sample t-test was employed in the data analysis procedures. The findings reveal that only 58% of the teachers had knowledge of the MI theory, with only 12% having received formal pedagogical training on MI. In addition, the eight intelligences were not practiced equally. Interpersonal, linguistic, intrapersonal, and spatial intelligences seemed to be the most common strategies employed by teachers in their teaching as these MI are usually measured in the standardized tests while naturalistic and musical intelligences were the least frequently integrated as they are not included in the assessment scale in ESL. Such findings have significant pedagogical implications as classroom teachers should acknowledge the different levels of strengths and motivations in learning among the students. The study highlights the need to provide teachers with training and integrating personalized learning, utilizing students’ strong aspects, and employing a variety of teaching methods in the classroom. © 2024, Institute of Advanced Engineering and Science. All rights reserved.
publisher Institute of Advanced Engineering and Science
issn 22528822
language English
format Article
accesstype All Open Access; Gold Open Access
record_format scopus
collection Scopus
_version_ 1812871794364776448