The benefits of using a teaching program based on multiple intelligences theory in spanish efl learners' productive vocabulary knowledge
Year: 2013
Type: dissertation
Abstract: The aim of the present investigation is to test the effectiveness of a teaching program using Gardner‘s (1983) Multiple Intelligences theory on the development of Spanish EFL learners‘ productive vocabulary knowledge. For this purpose, I have designed an experimental study with 40 students in their first year of the baccalaureate stage. The sample comprises 17 male and 23 female students enrolled at a comprehensive secondary school in northern Spain. The sample of informants is homogenous in many respects: (i) they mother tongue is Spanish; (ii) they all belong to the same cultural background; (iii) they are the same age around 16-17, and (iv) they have received the same English instruction and have a similar English level. Regarding the data gathering instruments, we can mention (i) a questionnaire to be completed by all students at the beginning of the school year; (ii) a diagnostic test indicating learners‘ English level; (iii) McKenzie‘s (1999) MI survey which explores students‘ dominant intelligence profiles, and (iv) a written composition test administered at the end of the treatment. Examination of lexical richness and length of the written assignment will tell us whether the treatment is effective or not. The positive outcomes of the MI teaching program predict the following: (a) The experimental group will write longer compositions since they feel more motivated to express in writing what they have learnt and (b) The compositions of the experimental group will be characterized by higher lexical richness compared to those of the control group. Overall, students who have received the treatment will also develop a positive attitude towards the English language and will exhibit a bigger vocabulary size.
Source: RIUR (Universidad de La Rioja)
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2184573894