Akram Faravani - Ph.D. Candidate of TEFL, Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran
Mahmood Reza Atai - Professor of Applied Linguistics, Department of Foreign Languages, Kharazmi University, Tehran, Iran

Abstract Controversy has not been yet resolved among L۲ researchers as how to enhance higher-order thinking skills (HOTSs) in EFL contexts. Responding to the growing need to foster thinking skills, many L۲ educators have recently attempted to investigate the effect of diverse teaching strategies on HOTS. Yet, few studies have focused on the infusion of Gardner’s (۱۹۹۹) theory of multiple intelligences (MI), dialogic teaching, and portfolio assessment in improving HOTSs. Thus, the present study aimed to explore the impact of MI-oriented dialogic-based portfolio assessment on the higher-order thinking skills of ۴۲ Iranian advanced EFL learners studying at Jehad Daneshgahi Institute, Karaj Branch. The participants in ۲ intact classes were assigned to a control or dialogic-based portfolio assessment (DBPA) group and an experimental or MI-oriented dialogic-based portfolio assessment (MIDBPA) group. In the experimental group, the participants’ MI was initially measured through Christison’s (۱۹۹۸) MI checklist to group the participants with the same strong intelligence in ۱ group. The MANOVA indicated the superiority of the MIDBPA group over the control group in the use of HOTSs. The findings highlight the virtue of taking participants’ dominant intelligences as a criterion for task selection, even in dialogic-based learning environments, as an instructional technique for the enhancement of HOTSs. Pedagogical implications are discussed, and recommendations for further research are suggested.

Portfolio assessment, dialogic-based portfolio assessment, Higher-order thinking skills, Multiple intelligences, Dialogic learning