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The Journal of Teaching Language Skills (JTLS)
Vol. 2, No. 1, Spring 2010, Ser. 59/4
(Previously Journal of Social Sciences & Humanities)
On Teaching to Diversity: Investigating the Effectiveness of
MI-Inspired Instruction in an EFL Context1
A. Tahriri Dr. M. Yamini∗
∗∗
∗
Ph.D. Student Assistant Professor
Shiraz University, Shiraz Shiraz University, Shiraz
email: atahriri@gmail.com email: myamini@rose.shirazu.ac.ir
Abstract
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.
––––––––––––––––––––––––––––––––––––––––––––––
Received: 9/6/2009 Accepted: 1/30/2010
* Corresponding author
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Keywords: 1. Multiple Intelligences Theory (MIT) 2. Implementation
3. EFL.
1. Introduction
Learner variables have increasingly been a major issue of interest for
psychologists in general and language educators in particular. Due to the
significance of learner characteristics, differentiated instruction has received
an increasing attention in recent years. Gardner’s (1983) Multiple
Intelligences Theory (MIT) -- a major relevant theory which has seized
many educators -- has recently been embraced by numerous theorists and
applied by countless language instructors.
MIT has proved influential in the field of psychology and its paramount
influence has been the focus of attention in language pedagogy in recent
years. Gardner (2005) defined intelligence as “a biopsychological
information-processing capacity” (6) which he considered to have both
biological and cultural bases (Gardner, 1983). The idea that intelligence is a
culture-dependent construct is indicative of the necessity of exploring MIT
in a variety of situations including EFL context. Differentiating instruction
is the pivotal implication of MIT. Viewed from MI lens, more students
succeed as different pathways can be offered to them. This is a learner-
based philosophy which could bring about far-reaching implications in the
realm of education. In essence, MIT challenges the traditional notion of
intelligence as a unitary concept and proposes the existence of at least eight
intelligence types. Gardner (2003) enumerates these intelligences as
verbal/linguistic, logical/mathematical, visual/spatial, bodily/ kinesthetic,
musical/rhythmic, interpersonal, intrapersonal and naturalist. In fact,
Gardner (1999) proposed several criteria to identify intelligence types. This
reveals that the selection of intelligence types should not be arbitrary.
Gardner examined Spiritual Intelligence as a candidate, but he ended up
rejecting it as being short of the proposed criteria. Existential Intelligence is
another possible candidate which does not seem to meet all the criteria.
Arnold and Fonseca (2004) also referred to so-called Existential Intelligence
as “less amenable to development in the classroom” (131).
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Various intelligence types reflect a pluralistic view towards learners’
individual differences. Gardner (2005) argued that all people have these
intelligences and it is what makes people human beings. Individuals –
Gardner argues – do not have the same profile of intelligences. No particular
intelligence type is considered to be superior to other types. However, all
types of intelligences are needed when one is to function productively in
society. A desired objective is to try to release and empower language
learners to use various intelligences in their learning (Gen, 2000). MI theory
helps us “to look at what these students could do well, instead of what they
could not do” (Harburger, 2004). In fact, MIT can better serve the needs of
various learners as it offers a model for relevant reforms in curriculum
(Dryden & Morrone, 1999).
The theory of multiple intelligences, according to Gray and Viens
(1994), has the potential to distinguish the ways students can solve
problems. It can be used to identify strength and group students according to
complementary intelligences.
In EFL contexts, novice teachers frequently complain about
heterogeneous classes where instruction is found to be a demanding
challenge. In fact, such heterogeneity might not be a matter of ‘various
capability levels’ but ‘varied capability types’. It seems that this so-called
heterogeneity is most often misunderstood. The consequence of this
misunderstanding can be disastrous. As a result, many students might lose
their motivation as the instructor does not legitimize their different
capability. Moreover, students might find their capabilities unattended and
hence not do their best to reach their full potential.
In EFL classes in general and Iranian context in particular, various
capabilities and preferences of learners are not usually taken into account.
This is in part due to the misconceptions that since students are learning a
foreign language together, they have much in common hence neglecting the
learner characteristics. The homogeneity of teaching practices and
classroom procedures currently in use is indicative of such a problem. The
present study addresses this problem to investigate the significance of
implementing MI-inspired instruction. It is to be examined if such a
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problem can be solved by paying due attention to EFL learners' individual
differences. Moreover, it has not been determined how this diversity relates
to particular strengths of various EFL learners. Enhancing language
instruction is a desired objective at which all educational attempts are duly
directed. Having an understanding of various capabilities and individual
preferences are in line with classroom activities and procedures seems to be
a potential solution to such a noticeable problem.
Gardner (1993) argued that the various kinds of intelligences would call
for different ways of teaching, rather than one particular way. This argument
needs to be empirically investigated across a wide variety of contexts. The
present study gains significance as it deals with this problem in an EFL
context which might not reveal findings similar to those pieces of research
conducted in other contexts. Now it seems plausible to give further credit to
the role of context as it is considered to be a determining factor in language
pedagogy. The implications drawn from the implementation of MI are
claimed to be far-reaching and profound (Dryden & Morrone, 1999).
Diversifying teaching practices to accommodate various intelligences is an
option in need of empirical investigation. There is now a paucity of research
on how to implement MI theory into practice and how to cater for its
potential role. The applicability and effectiveness of MI theory in an EFL
context is interestingly a very appealing issue worthy of further exploration.
From a theoretical point of view, the effectiveness of MIT can be examined
through such explorations. Currently, our understanding of diverse
intelligence types is imprecise and not well-grounded. From a practical
point of view, deeper insights will be gained concerning the relationships
among EFL learners' preferences and capabilities and EFL classroom
procedures. When it comes to classroom, the point is “how the intelligences
can best be mobilized to achieve specific pedagogical goals" (Gardner,
2003: 11). Gardner’s question is in fact very significant and a well-grounded
answer to it is in effect an answer to a multitude of unsettled issues and
controversies in the area of language teaching and learning.
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2. Literature Review
In what follows, a number of major studies relevant to the present study
are outlined.
Walters (1992) argues that if the purpose of education is to prepare
students to face the challenges they might face after graduation, constant
challenges are to be posed to force students to invoke various intelligences.
He further states that to be compatible with the very nature of MIT, more
authentic and performance-oriented procedures are needed. Veenema,
Hetland and Chalfen (1997) also referred to the Spectrum Approach based
on a nine-year research which aimed at recognizing different students’
abilities. One of the advantages of MI-inspired instruction –in their opinion
is that the line between curriculum and assessment is blurred. Also, the
materials used by the teacher are ‘intelligence-fair’. Meaningful and real-
world activities are used for the assessment procedures. Dryden and
Morrone (1999) also highlighted the significance of MI as it makes learning
meaningful for learners. MIT gives credit to the role of personal experience
and discovery-oriented learning. It has the potential to help learners attain
full possession of their capabilities and powers. MI is in fact an effort to
realize how culture and various disciplines are able to shape human
potential (Osciak & Milheim, 2001). Mbuva (2003) also suggested that MIT
is an effective teaching and learning tool at all levels. He argued that
“traditional ways of understanding pedagogy, and static methods of
teaching, are giving way to the new classroom examination and application
of the MI” (p. 1). Arnold and Fonseca (2004) also argued in favor of the
application of MIT to EFL contexts. They asserted that neuroscience
confirms the need for a holistic view of the language classroom based on
which both the physical and affective dimensions of learners are to be taken
into account if their cognitive side is to have optimal function.
There are several survey studies, two of which are summarized here. In
a study by Loori (2005), the differences in intelligence preferences of ninety
international ESL male and female students were examined. The results
showed significant differences between males’ and females’ preferences of
intelligences. It was found that "males preferred learning activities involving
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logical and mathematical intelligences, whereas females preferred learning
activities involving intrapersonal intelligence” (p. 77). In another study by
Sadighi and Tahriri (2007), somewhat different findings were found. The
participants of the study were a group of junior EFL students. The findings
showed that male and female participants were different with respect to their
intelligence types. Whereas females were found to be mainly ‘naturalistic’
and ‘intrapersonal’, the males were found to be ‘naturalistic’ and
‘linguistic’. However, females were found to be more naturalistic compared
to male participants. One part of this study was in line with the results
reported by Loori (2005) as females were found to be of intrapersonal
intelligence.
Numerous experimental studies have been carried out which have
addressed the implementation of MIT. For example, Hoerr (1994) describes
a successful application of MIT. A discussion of the nature of intelligence in
this study resulted in a revised educational curriculum and varied
instructional techniques. Furthermore, the application led to “alternative
assessment (using a combination of portfolios, progress reports, profiles,
demonstrations of understanding, and standardized tests), improved
professional development for teachers, and new ways to communicate with
parents” (Abstract section). In an MA thesis, Elliott and Gintzler (1999)
implemented and evaluated a personal approach to MI instruction. They
developed thematic lessons which strengthened various intelligence types of
the participants. Planning webs and monthly themes incorporating a
multitude of MI products were constructed along with informal journals.
Observations, survey checklists, product choices and student reactions were
utilized to document MI instruction. It was reaffirmed what strategies are
utilized, how information is presented and how they affect student learning.
It was demonstrated that a teacher's instructional method can affect students'
strengths and weaknesses. In another study, Hall Haley (2001) aimed at
identifying, documenting and promoting applications of MIT in language
classes. The results of the study indicated that MI-inspired approaches had a
profound impact on language teachers. A more learner-centered classroom
was the outcome which made the teachers enthusiastic about their
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pedagogy. Students were also found to have keen interest in the concepts of
MIT and their reaction was positive. In a second action research, Hall Haley
(2004) investigated learner-centered instruction from the MI perspective.
Results of the study showed that upon the implementation of MIT, students
achieved greater success rates. Osciak and Milheim (2001) also focused on
MI strategies which could be implemented with web-based instruction.
They stated that “utilizing the principles of Multiple Intelligences theory
and the dynamics of the Internet allow instructional designers to develop
learning experiences that are diversified, exploratory, guided, and soundly
constructed” (p. 358). They also argued that web-based instruction is a very
flexible type of instruction on the basis of which all intelligences could be
represented and cultivated irrespective of the student's physical location. In
a study by Kallenbach and Viens (2002), data were gathered through on-site
observations, qualitative interviews, and teacher journals. It was found that
the application of MIT can lead to high levels of adult learners' engagement.
In his PhD dissertation, Walker (2005) aimed at identifying "the causations
of the girls' reticence to demonstrate verbalization skills that were
commensurate with those of their male counterparts" (Abstract section) and
developing a set of strategies to increase females' verbal participation.
Observations were made and all the students were interviewed during the
study. Little significant change was found in female students' emotional
quotient. Tallies on the observational sheets revealed an increase in females’
verbal participation. However, “the females' frequencies of self-initiated
speaking and responses to higher-level inquiries did not increase to the
levels projected by the writer" (Abstract section).
To sum up, literature on multiple intelligences reveals the significance
of a multidimensional style of education and pinpoints a number of ever-
neglected key considerations in the area of language teaching. As Hall
Haley (2004) rightly points out, a review of the literature indicates the
paucity of research concerning practical applications of MIT in EFL and
ESL contexts.
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2.1 Research Questions
The study sought to answer the following questions:
1. What intelligence types are more salient in EFL learners?
2. What is the relationship between EFL learners’ intelligences and their
preferences and capabilities?
3. Does MI-based instruction enhance EFL learners’ language learning
compared to the type of language instruction in which a minimum number
of intelligence types are activated?
3. Methodology
This section introduces the participants, the instruments, data collection
and data analysis procedures.
3.1 Participants
An intermediate EFL class was randomly selected from Allameh
Tabatabae Language Center in Rasht, Iran. The participants consisted of ten
female language learners who were attending an intensive course over a
two-month period during the summer in 2008.
The age of the participants averaged 19.1. The textbook used was New
Headway English Course (Soars & Soars, 1996). The textbook was divided
into four equal parts, hence resulting in four successive levels, i.e. (I1, I2, I3
& I4) each of which consisted of four units. The first level investigated in
the present study was I3 to be followed by I4 in the second half of the term.
Repeated measures design was utilized to cancel out the potential factors
such as personality, cognitive and affective factors which might affect the
findings of the study. To this end, the female participants served as control
group in I3 level and as experimental in I4 level.
3.2 Instruments
In order to identify the characteristics of the participants of the study,
Multiple Intelligences Survey (Armstrong, 1993) was utilized to collect
information about the intelligence profiles of the participants. The checklist
consists of eight sections representing the eight types of intelligence based
on Gardner’s classification. The Persian translation of the checklist was
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administered at the beginning of the experiment. The reliability of the
translation was checked through back translation by two university
instructors.
To pre-test the participants, Oxford Placement Test (Allan, 2004) was
utilized. The test consists of two parallel versions. The OPT is an objective
test which consists of 200 items on listening, reading, grammar and
vocabulary. The first section is a test of listening skills. The performance on
this test is based on applying knowledge of sound and writing systems at a
speed well within the native speakers’ competence. The second section tests
grammar, vocabulary and reading skills together in contextualized items.
Item reliability across various test populations was found to be high. The
facility values and discrimination indices have been already checked to
provide meaningful discrimination at various levels as identified by the
Common European Framework. In 2003 and 2004, further tests were carried
out to establish inter-test reliability and concurrent validity of the OPT with
ESOL examinations (Allan, 2004).
Voice recording was also utilized to record EFL learners' class
performance to see which intelligences are paid attention to and which ones
are not based on the classroom activities and teaching procedure. Any
success and progress were noted and the general trend was identified
through keeping daily logs. Some data were collected through student exit
comments to get appropriate feedback with respect to the students' attitudes
concerning classroom procedures.
3.3 Data collection and data analysis
To teach from an MI perspective, the procedure presented by Agostini
(1997, cited in Larsen-Freeman, 2000) was utilized. To this end, lessons
were planned so that various intelligence types were represented in the
experimental class. A variety of activities were developed some of which
were based on the textbook and some were innovative in nature. Wherever it
was possible to modify the activities to invoke various intelligence types, it
was prioritized. Otherwise, more relevant activities were implemented.
Following this procedure, in each session a number of intelligence types
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were activated based on the initial survey. The sample activities used with
the experimental group are based on activities which are commonly
associated with each intelligence type.
To begin the MI study, the project was explained to the participants in
the study in order to guarantee their cooperation. The MI survey was
administered so that the intelligence profiles of the participants could be
prepared. OPT 2 (Allan, 2004) was also administered to determine the
proficiency level of the participants. As the control group of the study
during their I3 level, the participants received more traditional teacher-
centered instruction. Standard classroom procedures were maintained. The
teacher had control over the presentation of the materials and exercises that
had to be done in class. Consequently, as the textbook called for,
verbal/linguistic intelligence was the focus of instruction. No other
intelligence types were activated. As the experimental group of the study,
the students received instruction that incorporated the elements of MIT (MI-
based instruction) during the I4 level. A wide variety of MI-based activities
was utilized in the experiment (see Table 1 as an example).
Table 1: Intelligence types along with relevant activities (Unit 10)
Session
Intelligence Types Relevant Activities
1
• Logical-Mathematical
• Logical-Mathematical
• Logical-Mathematical
• Interpersonal
• Logical-Mathematical
• Grammar tests
• Making guesses
• Grammar Practice
• Pair work (Short dialogues)
• Discussing grammar (Giving reasons)
2
• Visual-Spatial/Intrapersonal
• Logical-Mathematical
• Logical-Mathematical
• Visual-Spatial
• Logical-Mathematical
• Making a chart (Ss’ life events)
• Making guesses
• Grammar Practice
• Itinerary (a tour guide)
• Discussing grammar
3
• Intrapersonal/Interpersonal
• Visual-Spatial/Logical-Math.
• Visual-Spatial/Logical-Math.
• Risky activities (An opinion survey)
• Guessing (based on man’s pictures)
• Guessing (Bizarre packet of cigarette)
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Session
Intelligence Types Relevant Activities
4
• Logical-Mathematical
• Interpersonal/Bodily-Kines.
• Verbal-Ling./Interpersonal
• Logical-Mathematical
• Language Work
• Role-play (Help your friend quit
smoking)
• Group discussion (smoking & smokers)
• Matching compound nouns
5
• Visual/spatial
• Verbal-Ling./Intrapersonal
• Intrapersonal/Naturalist
• Logical-Math./Interpersonal
• Logical-Mathematical
• Making compound nouns by matching
• Personal collections
• Bringing collections to class
• Guessing games (twenty questions)
• Writing letters
6
• Intrapersonal/Logical/Math.
• Bodily-Kines./Inter.
• Logical-Mathematical
• Spending free time (personal writing)
• Role-Play (Making complaint)
• WORKBOOK
The students were asked to give their exit comments at the end of every
other session. Voice-recording was also utilized to ensure the accuracy of
the collected data. At the end of the experiment, post-tests (OPT & Stop and
Check Tests) were administered to compare the progress of the participants
and compare the performance of the members of control and experimental
groups. The collected data were analyzed quantitatively and qualitatively.
Data were examined by taking students’ class performance and the surveys
conducted. The daily logs were used to record brief descriptions and the
frequency of the implementation of MI-inspired activities in the sample
classes. The participant students completed exit comments in which they
described their individual reactions to the MI activities and procedures. Data
obtained from classroom observations, MI surveys, daily logs and students'
exit comments were scrutinized.
4. Findings and Results
In this section, the findings of the study are presented. Then the relevant
conclusions will be elucidated.
The experiment began with administering the Persian translation of the
Multiple Intelligences Survey (Armstrong, 1993). To come up with a more
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comprehensive profile of the strengths of the participants of the study, the
dominant intelligence of each participant was determined and the type close
to the dominant one was also specified. Table 2 summarizes the intelligence
profile of the participants of the study as determined by the MI survey.
Table 2: Intelligence types of participants
Type
Student Dominant Intelligence Type(s) Secondary Type(s)
1. Interpersonal Bodily-Kinesthetic
2. Logical-Mathematical, Visual/Spatial &
Musical-Rhythmic -------------
3. Logical-Mathematical -------------
4. Logical-Mathematical & Interpersonal Bodily-Kinesthetic
5. Logical-Mathematical & Naturalist Interpersonal
6. Logical-Mathematical Intrapersonal
7. Logical-Mathematical Bodily-Kinesthetic
8. Interpersonal & Naturalist -------------
9. Interpersonal -------------
10. Bodily-Kinesthetic Visual-Special &
Logical-Mathematical
Table 3 shows the frequency of primary and secondary intelligence
types of the participants of the study in descending order. As some students
showed more than one dominant intelligence type, the number of the
intelligence types in the table is more than the number of the participants.
Table 3: Frequency of intelligence types
Primary Types Secondary Types
Logical-Mathematical (6) Bodily-Kinesthetic (3)
Interpersonal (3) Logical-Mathematical (1)
Naturalist (2) Interpersonal (1)
Body-kinesthetic (1) Visual-Special (1)
Musical-Rhythmic (1) Intrapersonal (1)
Visual/Spatial (1) -----
The above table includes the answer to our first research question
concerning the salient intelligence types in our participants. As can be seen,
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logical-mathematical, interpersonal, bodily-kinesthetic and naturalist were
the most frequent types respectively. The initial survey helped the
researcher direct classroom activities towards most frequent types in the
experimental phase of the study.
At the beginning of the experiment, the participants were pre-tested to
determine their level of proficiency. To do so, Oxford Placement Test 2
(Allan, 2004) was utilized. The following table shows the results of the pre-
test administered at the beginning of Intermediate 3 (I3).
Table 4: I3 pretest and post-test results
N Minimum Maximum Mean Std.
Deviation
Pretest 10 124.00 142.00 132.9000 5.83952
Post-test 10 118.00 149.00 134.2000 9.93087
Based on OPT language level, those who scored 120-134 were
considered as lower intermediate and those who scored 135-149 were rated
as upper-intermediate. As Table 4 reveals, the participants were between
lower and upper intermediate levels.
For the control group, an attempt was made to restrict the range of the
activities to those in the textbook which in particular were verbal-linguistic
in nature. In case the activities given in the textbook could possibly address
various intelligence types, they were either not covered or modified
deliberately to limit the number of intelligence types invoked. Based on the
profile of the participants, a plan was devised to address various intelligence
types through the experimental phase. Based on students’ exit comments,
the activities were refined to better meet and serve the specific needs and
preferences of the students. In addition, when an activity was implemented,
it was tried to direct the activity towards a number of intelligence types to
enrich the class with an atmosphere of diversity.
Based on classroom observations, MI surveys, daily logs, students' exit
comments and oral interviews, the data were compiled. The collected data
were analyzed qualitatively to identify effective teaching activities. This
was checked against the students’ preferences and feedback. All in all, the
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intelligence types and preferred activities were identified so that the
classroom activities would be geared to them. A summary of the findings is
presented in Table 5 which, in effect, presents the answer to our second
research question concerning the relationship between intelligence types and
learner preferences. In order to observe the anonymity principle, the
students are identified by either their initials or the letters of the alphabet.
Table 5: Intelligence types and learner preferences
S Intelligence type Preferred activity
E Interpersonal *Bodily-
Kinesthetic
hand-on, pair-work and problem-solving
F
Logical-Mathematical,
Visual/Spatial & Musical-
Rhythmic
logical type, classification and categorization,
working with charts and making inferences
G Logical-Mathematical logic-based exercises and puzzles
Ma
Logical-Mathematical &
Interpersonal *Bodily-
Kinesthetic
interaction-based activities, mathematical
types of exercises, and speaking and guessing
games
M.N Logical-Mathematical &
Naturalist *Interpersonal
text-based activities, more formal exercises,
vocabulary items and making inferences
M.S Logical-Mathematical
*Intrapersonal
text-based activities, speaking, preview, and
idioms
Mo Logical-Mathematical
*Bodily-Kinesthetic
making inferences and categorization
S Interpersonal & Naturalist interaction-based activities, speaking and
guessing
T Interpersonal role-plays and simulations
Y
Bodily-Kinesthetic *Visual-
Special & Logical-
Mathematical
Speaking and conversational activities,
grammar-based exercises.
S = student * = Secondary intelligence type
To answer the third research question, Wilcoxon Signed Ranks Test was
run. The first comparison was done between the I3 pretest and post-test
results, which indicated that there was no statistically significant difference
in this respect (Table 6). Furthermore, at the end of both control and
experimental phases, Oxford Placement Test (Versions 1 & 2) was
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administered to check students’ progress. Another Wilcoxon test was run to
see the difference. The results, as shown in Table 6, revealed no statistically
significant difference.
Table 6: Wilcoxon Signed Ranks Test on I3 pretest/post-test and I4/I3 post-test
N Mean
Rank
Sum of
Ranks Z Sig.
Negative Ranks 5 4.10 20.50
Positive Ranks 5 6.90 34.50
Ties 0
I3post-test -
I3pretest
Total 10
-.716 .474
Negative Ranks 3 3.17 9.50
Positive Ranks 6 5.92 35.50
Ties 1
I4post-test - I3post-
test
Total 10
-1.543 .123
In order to trace the specific progress the participants of the study might
have made, two content-valid post-tests were also administered at the end of
both control and experimental phases. The tests were taken from New
Headway Intermediate practice tests. The I3 post-test consisted of the
following items: General revision, present perfect: active & passive,
conditionals and time clauses, vocabulary and translation. The I4 post-test
consisted of general revision, indirect questions, reported statements and
questions, reported commands, vocabulary and translation. Each test was
scored out of one-hundred. The post-tests referred to as Stop & Check (3&
4) were based on the units seven to nine and ten to twelve of the textbook
respectively. They were concerned with the specific objectives covered
during the experimental and control phases of the study. Table 7 shows the
comparison between the two groups.
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Table 7: Wilcoxon test on I3 and I4 post-test (Stop & Check)
N
Mean
Rank
Sum of
Ranks Z Sig.
Negative Ranks 9 5.33 48.00
Positive Ranks 1 7.00 7.00
Ties 0
I3post-test -
I4post-test
Total 10
-2.092 .036
As the above table shows, the difference is significant at the 0.05 level
(2-tailed). This finding shows the significant effect of the treatment.
Analyzing the class performance of the participants revealed that the initial
surveys were almost truly indicative of their intelligence profiles. In most
cases where the present researcher implemented activities in line with the
MI profile of the participants, their affective and cognitive reactions were
almost salient. From an affective perspective, they expressed more
willingness and ease as this was reflected in their exit comments. When a
different and contrasting activity was practiced, they explicitly voiced that
they were bored and this was reflected in their class performance. From a
cognitive perspective, when MI-informed activities were put into practice,
the participants had improved performance which could be noticeably
recognized in their class performance.
5. Conclusions
As the findings of the study reveal, the difference between the
performances of the participants on I3 pretest and posttest was not found to
be statistically significant. In other words, the treatment offered during the
control phase was not effective. Concerning the performance of the
participants after the experimental phase, their scores were found to be
higher after the treatment. Based on the performance of the participants on
Stop & Check tests, a significant progress could be observed among the
participants. This is indicative of at least partial effectiveness of
implementing MI-inspired instruction in an EFL context.
This study looks forward. It does not just answer some research
questions, but it suggests questions to be pursued in future. It hopefully
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invites instructors to get closer and address MI in their classrooms in order
to enrich their classes with diversity and hence empower language learners.
The MIT in fact gives us a more egalitarian perspective towards giftedness.
This is a revolutionary idea which has outstanding pedagogical implications.
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