Implement multiple intelligences activities within a content-based framework to teach target grammar and vocabulary in context¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The article recommends embedding MI activities in a content-based setting rather than teaching grammar and vocabulary in isolation. Teachers choose an engaging theme (here, animals), then use varied activities — games, puzzles, visuals, music, movement, pair and group work, reflection — so that target forms and vocabulary are met "within a meaningful and purposeful setting". The study's experimental group used two or three such activities per lesson over three weeks, and this condition produced the significant writing gains and positive student reflections reported.

Design Implications¶

Context¶

Requirements¶

• A theme familiar and interesting to the students so it does not place an extra burden on them
• Teacher preparation: the researcher met the teacher before lessons, provided materials in advance, and adjusted plans using the teacher's input
• A repertoire of activities addressing different intelligence types, selected per lesson

Constraints¶

• Class duration limited implementation to two or three MI activities per lesson
• Evidence comes from one unit (comparatives) over nine hours of instruction in a single school

Target Learners¶

• sixth-grade EFL beginners in a state elementary school

Target Learning Goals¶

• English writing development
• learning and retaining target vocabulary and grammar in context

Affordances¶

• Gardner Multiple Intelligences Theory Eight Intelligences

Claims¶

• The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods [+W]
• Students reflected more positively on multiple intelligences activities than on traditional instruction, reporting the lessons more interesting, enjoyable and easier to learn from [+W]
• Sixth-grade EFL students taught through multiple intelligences activities showed a statistically significant pre-test to post-test improvement in essay writing scores [+W]
• At post-test, the multiple intelligences group significantly outperformed the traditionally instructed control group on the writing test [+W]
• The control group instructed through the traditional method showed no statistically significant improvement in writing from pre-test to post-test [+W]

Related Strategies¶

• Contextualize English grammar instruction within purposeful, authentic writing tasks
• Connecting New Vocabulary to Texts
• Vocabulary In Context

Examples¶

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Key Sources¶

• Zennure Elgün Gündüz, İsmail Doğan Ünal. (2016). Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context. Universal Journal of Educational Research 4(7): 1687-1697. https://doi.org/10.13189/ujer.2016.040722