An Invetsigation on the Application of Multiple Intelligence-Based Teaching in the Process of Teaching Reading to EFL Students

Abstract

The article presents the results of experimental research in teaching reading which was held in Ishik University, Iraq with 95 students of prep school aged 17-19 during the academic year 2011/2012 (16 weeks). It was hypothesized that grouping students according to dominant types of their Multiple Intelligences (MI) while teaching reading and providing them with environment and activities that correspond to their intelligence type would benefit the development of reading skills. The results of experiment – testing, questionnaires, classroom observation, and interviews held in the experimental (students grouped according to MI type) and control groups (no such grouping) – all support the hypothesis about the positive impact of taking into consideration the students’ dominant type of intelligence in the process of teaching reading.