Examining Gardner's Multiple Intelligence Theory in English Language Learning among Primary Teachers: A Case Study

This study highlights the significant impact of Multiple Intelligences (MI) on improving students’ English proficiency levels. It emphasizes the need for teachers to focus more on students’ skills and talents. Although some research supports the effectiveness of MI theory in improving language skills such as speaking, listening, reading, and writing, there is a lack of attention in this area. The participants in this study were elementary school teachers from Farhangian University of Bushehr. The results revealed that students displayed the highest level of interpersonal intelligence, followed by musical, verbal, spatial, logical, intrapersonal, bodily, and naturalist intelligence. However, the Bodily and Naturalist Intelligences not given enough attention, as they received little attention throughout the students’ responses. Teachers should have a better understanding of each scholar’s precise strengths and weaknesses to select appropriate textbooks. This information is critical because it permits instructors to develop lesson plans tailored to the specific learning needs of each pupil. Moreover, teachers must develop the mindset to effectively assess student achievement by considering realistic expectations.

Examining Gardner's Multiple Intelligence Theory in English Language Learning among Primary Teachers: A Case Study Keywords:

Multiple Intelligence , Pedagogy , Farhangian University , Impact of MI theory , Educational psychology