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Journal of Teaching Language Skills، جلد ۲۹، شماره ۱، صفحات ۱۶۵-۱۸۳
عنوان فارسی On Teaching to Diversity: Investigating the Effectiveness of MI-Inspired Instruction in an EFL Context
چکیده فارسی مقاله This study reports an experiment conducted to investigate the effectiveness of implementing MI-inspired instruction in an EFL context. To this end, a group of ten intermediate female students took part in a quasi-experimental study. At the beginning of the experiment, Multiple Intelligences Survey (Armstrong, 1993) was administered to determine the participants’ MI profiles. The participants were pre-tested using Oxford Placement Test (OPT) (Allen, 2004) to determine their level of proficiency. During the control phase, the participants received so-called ‘MI-poor’ instruction which mostly focused on verbal-linguistic type of intelligence among others. During the experimental phase, based on the initial MI survey and students’ exit slips, a variety of activities were implemented to invoke various types of intelligence. At the end of both control and experimental phases, OPT along with Headway Stop & Check tests were administered. OPT was administered to determine the participants’ general progress and Stop & Check tests were given to trace any possible specific progresses. The findings of the study revealed a significant performance on Stop & Check tests which was indicative of the at least partial effectiveness of implementing MI-inspired instruction.           
کلیدواژه‌های فارسی مقاله 1. Multiple Intelligences Theory (MIT) 2. Implementation 3. EFL،
عنوان انگلیسی On Teaching to Diversity: Investigating the Effectiveness of MI-Inspired Instruction in an EFL Context
چکیده انگلیسی مقاله This study reports an experiment conducted to investigate the effectiveness of implementing MI-inspired instruction in an EFL context. To this end, a group of ten intermediate female students took part in a quasi-experimental study. At the beginning of the experiment, Multiple Intelligences Survey (Armstrong, 1993) was administered to determine the participants’ MI profiles. The participants were pre-tested using Oxford Placement Test (OPT) (Allen, 2004) to determine their level of proficiency. During the control phase, the participants received so-called ‘MI-poor’ instruction which mostly focused on verbal-linguistic type of intelligence among others. During the experimental phase, based on the initial MI survey and students’ exit slips, a variety of activities were implemented to invoke various types of intelligence. At the end of both control and experimental phases, OPT along with Headway Stop & Check tests were administered. OPT was administered to determine the participants’ general progress and Stop & Check tests were given to trace any possible specific progresses. The findings of the study revealed a significant performance on Stop & Check tests which was indicative of the at least partial effectiveness of implementing MI-inspired instruction.           
کلیدواژه‌های انگلیسی مقاله
نویسندگان مقاله a تحریری |
shiraz university, shiraz
سازمان اصلی تایید شده: دانشگاه شیراز (Shiraz university)

مرتضی یمینی |
shiraz university, shiraz
سازمان اصلی تایید شده: دانشگاه شیراز (Shiraz university)

نشانی اینترنتی http://jtls.shirazu.ac.ir/article_405_92f64bee95eea6d5cdb6f8be980c5801.pdf
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