The Integration of Multiple Intelligences Theory in EFL classes. Case Study: 2nd year FL Students at Athmani Brahim Secondary School, Kais.

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dc.contributor.author• NAILI Abir • BELHAFSI Hadjer
dc.date.accessioned2024-02-27T12:59:13Z
dc.date.available2024-02-27T12:59:13Z
dc.date.issued2023
dc.description.abstractABSTRACT Teaching pupils with different learning styles can be a challenging task for many teachers, specifically EFL teachers. This work is conducted with the aim of providing a solution to this problem. One teaching method that can accommodate for this variety of learning styles is Howard Gardner’s Multiple Intelligences Theory. This dissertation attempts to provide an overview of the theory of Multiple Intelligences, the teachers’ perception of the theory, and its implementations in the educational field specifically in EFL classes in Algerian secondary schools. To collect our data, a questionnaire and a test were administrated to secondary school teachers and learners (2nd year foreign languages class), mainly in Kais, Khenchela. The final results confirmed our first hypothesis which states that MI method is highly applied in the Algerian secondary schools and it is extremely effective in enhancing pupils’ performance in learning English as a foreign language and it has a positive impact on their academic achievement. It was also found that the three prominent MI-profiles among EFL second year secondary school learners are as follows: interpersonal intelligence (IP=86, 6%), Musical intelligence (MU= 66, 6%), and kinesthetic intelligence (Kin=63, 3%). The present study provides some recommendations for further studies on the subject matter.
dc.identifier.urihttp://dspace.univ-khenchela.dz:4000/handle/123456789/2167
dc.language.isoen
dc.publisherUniversity of ‘Abbes Laghrour’ Khenchela
dc.titleThe Integration of Multiple Intelligences Theory in EFL classes. Case Study: 2nd year FL Students at Athmani Brahim Secondary School, Kais.
dc.typeThesis
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