Examining the Impact of Multiple Intelligences Based Supplementary Materials on the Learners’ Language Achievement

Abstract

Textbooks play an important role in learning a new language. The aim of this experimental study was to probe the impact of multiple intelligences based supplementary materials on learners’ language achievement. To achieve this goal, a two-phase study was conducted. Initially, tasks were developed for each lesson of the Vision series, the textbook used in high schools in Iran, following Jones' (2017) recommendations and Christison's (1997) taxonomy of language acquiring exercises for multiple intelligences. Subsequently, the experimental groups engaged with the designed tasks aligned with multiple intelligences, in addition to the course book, while the control groups solely used the course book for a duration of four months. Learners in experimental groups were exposed to variety of tasks like matching, comparing and problem solving which were not in their course book. They were asked to do the tasks after each lesson while students in control groups only dealt with the course book. Both experimental (N=60) and control (N=60) groups took the Babel proficiency test and the language achievement exam (Payesh) as pretest and posttest measures. The outcomes of the research showed the developed tasks had a positive and meaningful influence on the language learning of EFL students.