Universal Journal of Educational Research 4(7): 1687-1697, 2016 http://www.hrpub.

org
DOI: 10.13189/ujer.2016.040722

Effects of Multiple Intelligences Activities on Writing Skill

1
Faculty of Humanities and Letters, Ardahan University, Turkey
2
Kazım Karabekir Faculty of Education, Ataturk University, Turkey

Copyright©2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under the
terms of the Creative Commons Attribution License 4.0 International License

Abstract This study aims at exploring the effects of there are at least eight types of intelligences and individuals
multiple intelligences activities versus traditional method on differ from each other in terms of their dominant
English writing development of the sixth grade students in intelligence(s). Therefore, in order to provide students with
Turkey. A quasi-experimental research method with a an effective instruction, the teachers had better address
pre-test post-test design was applied. The participants were different intelligence profiles of the students. There quite a
50 sixth grade students at a state school in Ardahan in Turkey. number of studies related to the effectiveness of MI based
The participants were divided as an experimental and a instruction in second/foreign language teaching. However,
control group randomly. Experimental group was instructed the focus has been basically on grammar teaching and
through multiple intelligences activities while the control students’ attitudes. The number of the studies trying to
group was instructed through traditional method. In explore the effects of MI based instruction on skill
addition to pre-test and post-test scores, participants’ development in English as a foreign language context in
reflections about the methods and their writing experiences Turkey is limited. The quasi-experimental study presented
during the study were considered in order to arrive at some here examines the effect of MI based instruction, particularly
implications. The findings suggest that the experimental in terms of writing skill development in Turkey. The
group instructed through multiple intelligences activities research question this study sought to answer is: Are there
showed more improvement from their pre-test to their any differences between two groups of participants
post-test scores than the control group instructed through instructed through traditional method versus multiple
traditional method. Experimental group also outperformed intelligences activities in terms of English writing
the control group according to the post-test scores. In development at the 6th grade level in an elementary state
addition, the participants reflected on the multiple school in Ardahan?
intelligences activities more positively than the traditional
way of instruction.
Keywords English as a Foreign Language, Teaching
2. Background
Writing, Multiple Intelligences, Traditional Method As a result of the efforts for coming up with an effective
way of foreign language teaching, a number of methods have
been suggested so far. Grammar-translation method,
audiolingualism, direct method, suggestopedia, community
1. Introduction language teaching and constructivist method are some of the
most notified ones. When the research history and the
Foreign language learning is of vital importance in today’s methods of teaching a foreign language are taken into
globalizing world. Therefore, everyone who has been consideration, it is possible to make a basic classification of
involved in the process of foreign language teaching tries to methods and techniques such as teacher-centered and
find out effective way(s) to be able to teach a foreign learner-centered methods. In teacher-centered method, the
language. Consideration of the individual differences while teacher is in the centre and s/he is the most active person in
planning lessons is claimed to have utmost importance for an the classroom. His/her basic role is to convey information to
effective instruction. For that end, Multiple Intelligences the students and be the leader of the classroom. The students
Theory (MIT) proposed by Howard Gardner in 1983 are passive and they are expected to take whatever given by
proposes that each individual is unique and each individual the teacher and they are often expected to memorize
possess his/her her own learning processes. He claims that knowledge. This type of method is often named as traditional
1688 Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context

approach. In the student-centered methods, the students are Psychometric approach proposes that intelligence is a
active and they are expected to bring their prior knowledge single, unitary and measurable concept. Stanford-Binet test
and experiences into the classroom and use them in order to developed in 1905 is accepted as the first intelligence tests
construct new knowledge and set up new connections that claim to measure intelligence. In 1940, Wechlsler scale
between what they learn and what they already have. During was developed to measure intelligence. Psychometric scales
that process, the teacher acts as a mentor or a counselor in emphasize only linguistic and logical-mathematical aspects
order to help the learners construct knowledge within of intelligence [13,40]. Spearman proposed a two-factor
meaningful and purposeful settings. theory of intelligence. Spearman’s two-factor theory states
During the recent years of foreign language research, the that individual differences in test scores could be attributed
tendency has shifted towards more learner-centered methods. to two factors which are called as a general factor, g and
It has been accepted that “all students can learn and succeed, specific factor, s. g factor is common to all mental ability
but not in the same way and not on the same day.” [40]. In measurements while s factor is specific to each and every
order to find the most suitable teaching/learning method/s for measurement. In addition, it is asserted that g and s are
the students, learner characteristics and differences are taken uncorrelated and various s’s are uncorrelated with each other
into more consideration. When the fact that each individual [3, 21]. g factor is considered to be inborn and if an
is different from others and has his/her own characteristics is individual’s g is high then s/he is expected to be successful in
considered, it can be concluded that language learners are life and in intelligence tests; s factor is thought to be acquired
also different from each other and they have different speed from environment and an individual’s s varies from one
and different results in language learning. There are many activity to another [28, 17]. The basic premise of
explanations for that issue. The general factors that influence psychometric approach is that the level of intelligence can be
second language learning are: age, aptitude and intelligence, measured through tests which basically involve linguistic
cognitive style, attitudes, motivation and personality [11]. In and logical-mathematical tasks, and individuals can be
recent years, there has been a substantial amount of interest compared with each other and classified as intelligent or less
in these individual differences among foreign language intelligent depending on these tests. This approach is
learners and intelligence is one of these differences that need criticized for conceptualizing intelligence as only one
to be further investigated. Taking individual differences into dimensional entity and disregarding the multifaceted aspects
consideration lead teachers to be mindful about their of individuals [1,3,39,40].
students’ properties and expectations and make use of
techniques and strategies accordingly, this attitude is found 2.1.2. Developmental progression:
to have positive effects on increasing the motivation of the Piaget [cited in 40] suggested that in order to understand
learners. As students’ motivation about lessons increase, intelligence the ways individuals acquire and make use of
their level of learning also increases [19,20, 25, 30]. Another knowledge need to be explored. He introduced the terms of
important implication suggested by research studies is that “assimilation” and “accommodation” in order to explain
although teachers generally accept that students’ different learning processes. Assimilation refers to incorporation of
intelligence profiles need to be put in the center when lessons new knowledge into previous knowledge while
are planned and strategies to be followed are determined, in accommodation refers to making transformations to the
practice they have difficulty in doing so. Therefore, teachers already-possessed knowledge through new experiences or
should be also made aware of the ways in implementing MI adding new cognitive frameworks to the previous mental
theory considering the fact that multiple intelligences and frameworks. Piaget proposed that individuals pass through
foreign language learning have an interactive relationship certain developmental stages from infancy towards
[24, 35] adulthood, he named these stages as sensorimotor stage of
infancy (0-2 years) during which intelligence is related to
2.1. Intelligence motor actions; the preoperational (3-7 years) period which
Intelligence is a term that is difficult to define and draw its can be called as the intuitive stage of childhood; concrete,
limits. There have been quite a number of studies that have operational stage (8-11 years) when cognitive structure is
tried to define what intelligence is and what influences it has reasonable but based on concrete operations; and the formal
on learning, these studies can be traced back to 1900s and operational stage of adolescence (12-15 years) during which
Teele [40] proposes that these efforts to try to understand thinking includes abstractions.
intelligence and its relation to learning can be grouped under Although Piaget stated that children pass through these
four main titles: psychometric approach, developmental stages at specific ages. However, Howard Gardner [14]
progression, the psychobiological approach, and multiple criticizes Piaget for determining these stages considering
forms of intelligence. In order to propose a framework about only the logical-mathematical thinking competence of the
how effective learning environments can be developed for individuals. He states that the picture of development
students, it is important to provide a brief description of each proposed by Piaget is only one sort of development and it
of them. ignores the developmental stages of achieving other forms of
competence such as competences of becoming and artist, a
2.1.1. Psychometric approach
lawyer or a politician. Studies conducted with children
 Universal Journal of Educational Research 4(7): 1687-1697, 2016 1689

suggest that the developmental stages offered by Piaget can another environment which is more suitable for them. Third,
differ from one child to another. Teele [40] suggests that the experiential aspect of intelligence involves utilizing
“children’s developmental progressions of ability depend on one’s experiences in order to deal with new situations and
the unique combinations of the ways they process solve novel problems and automatize the procedures.
information and the different tasks they are given.” Intelligent people retrieve and apply relevant information
Therefore, developmental progression of each child is into new situations to cope with the novelty.
individual, and the fact that s/he can achieve a task does not Multiple intelligences theory suggested by Howard
mean that s/he can achieve another similar task; the unique Gardner is also considered as a complex model of
combinations and individual ways of thinking put forward intelligence as it rejects the idea that intelligence is a unitary
that developmental progression is a more complex process ability. Gardner [14] defines intelligence as “the ability to
than simply passing through specific stages at specific ages. solve problems, or fashion products that are of consequence
in a particular cultural setting or community.” According to
2.1.3. Psychobiological approach:
Gardner, genetic inheritance, training, socialization in a
Psychobiological approach to intelligence supported a cultural setting is influential in determining the development
multi-dimensional view of intelligence instead of defining of one’s intelligence(s). He suggests that there are eight types
intelligence as a single factor. Ceci [cited in 39] states that of intelligences; verbal-linguistic, logical-mathematical,
intelligence is a function of the interactions between innate visual-spatial, musical, bodily-kinesthetic, intrapersonal,
potential abilities, environmental context, and internal interpersonal and naturalist. According to MI theory, a
motivation. The way a person interacts with their person dealing with a task may make use of more than one
environment determines whether an innate cognitive type of intelligence, that is intelligences can cooperate;
potential of that person will develop or not. It is claimed that however, a person who is strong in one of these intelligences
a person’s neural connections become stronger if that person may not be so in another. Therefore, while determining a
stimulate these connections through his/her interactions with person as intelligent or not, conventional methods of mental
environment; however if the neural connections do not get testing cannot give accurate results. Intelligences can be best
enough stimuli, then they may become weaker and then may measured in the contexts in which they occur naturally [14].
disappear. As neural connections become stronger or weaker, When trying to define what intelligence is, the fact that each
a person’s related cognitive abilities can become stronger or individual is different from one another as people differ in
weaker, as well. It is also mentioned that there may be some mental abilities, such as reasoning, memory, speed of
critical / sensitive periods during which a person’s information processing, verbal ability, the ability to organize
interactions with environmental resources may be of use and and plan, and so forth [3].
beyond these periods environmental stimulations may not be It is possible to make this list of approaches to intelligence
of use any more. In addition, if a person is motivated to deal longer and it is possible to make classification of the
with a certain domain of knowledge, then s/he will have different approaches under different titles. However, a quick
stronger mental representations about that domain, which survey of the intelligence theories reveals that traditional
can lead to more efficient cognitive processing and retrieval way of thinking about intelligence views it as a unitary,
of knowledge in that domain [39]. measurable, constant concept and intelligence is seen as an
2.1.4. Multiple forms of intelligence: entity that can be used to classify students and predict their
possible success, in addition it is accepted that there is only
Sternberg [38,39] proposed a triarchic theory of one intelligence in general. On the other hand, contemporary
intelligence. According to this theory, intelligence can be approaches propose that intelligence can be developed, it is
best defined within the framework of a socio-cultural setting not possible to measure it through tests and define it through
as the ways people deal with various situations determine numerical values, intelligence can be displayed in many
how intelligent those are. The triarchic theory of intelligence ways and it can be understood in real life situations,
has three aspects. First, internal (componential) aspect of intelligence is used to understand the potential strength of
intelligence involves information processing skills that are individuals [34].
comprised of metacomponents or mental mechanisms that Within the framework of this paper, a contemporary view
help individuals to solve problems and to acquire knowledge. of intelligence, which multiple intelligence theory proposed
These components occur in all cultures, however, what is by Gardner, will be handled and a quasi-experimental
considered an intelligent instantiation of these components research study trying to explore the effects of multiple
may differ across cultures as problems and values vary intelligences activities on English writing development of
across cultures. Second, external aspect involves the the sixth grade students in Ardahan in Turkey will be
practical application of the components in the internal aspect presented.
to real-world contexts. It is proposed that intelligent people
are successful in adapting to a particular environment, if they 2.2. Multiple Intelligences Theory
cannot adapt, then they can find ways to change the
environment, and if it is not possible to change the In terms of the role of human intelligence in learning,
environment, then they know when and how to find or select Gardner [13] proposed the theory of “multiple intelligences.”
1690 Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context

He dealt with the concept of intelligence in a different way patterns of wide or more confined areas [15]. Sculptors,
arguing that intelligence is not restricted by only verbal and architects, pilots, navigators, graphic artists, chess players
mathematical. Howard Gardner preferred not to follow that are strong in this intelligence. Visual presentations, using
traditional view of intelligence and in order to get the true visual tools such as paints, pictures, photos, highlighting
meaning of intelligence he decided to consider people who with color, imagination games, mind-mapping, using charts
use their intelligence in exceptional ways. Gardner changed are among the numerous activities that can take
the concept of intelligence profoundly because of the way in visual-spatial intelligence as the basis [1,6,8,23,41].
which he expanded the parameters of intelligent behavior to
2.2.4. Bodily-kinesthetic intelligence
include a diversity of human abilities [17,18, 36]. According
to Gardner intelligence is “the ability to solve problems or to This is the potential of using one’s body and physical
create products that are valued within one or more cultural skills. Dancers, actors, athletes, surgeons, mechanics can be
settings”[13]. He preferred to add an –s to intelligence as he said to possess this intelligence [8,15]. Drama, dance, games
broke from the tradition of IQ theory, which previously involving movement, physical exercises are among the
adhered to two fundamental principles: human cognition was teaching activities attributed to bodily-kinesthetic
unitary and individuals can adequately be described as intelligence [1,6,8,23,41].
having a single, quantifiable intelligence. According to 2.2.5. Musical intelligence
Gardner this traditional view of intelligence was degrading This intelligence involves a sensitivity to pitch, melody,
intelligence to a simple faculty. Contrary to this reductionist rhythm, and tone and it also involves skill in performance
view of intelligence, Gardner [13,17] defined intelligence as: and composition of musical patterns [8,15]. Composers,
the skill to solve problems that a person might encounter in musicians, instrument makers and sensitive listeners possess
real life, the skill to procreate new problems to be solved, and musical intelligence. Involving music and rhythm in learning,
the skill to produce something or suggest a service that is listening to or singing songs, reading in rhythmic way can be
valued within one’s culture. MI expands the scope of the used in relation to musical intelligence [1,6,8,23,41].
concept of intelligence as it also include creative and
practical abilities that are associated with each of eight 2.2.6. Interpersonal intelligence
intelligences [4,9,36]. Gardner enriched the term intelligence This intelligence refers to the potential in interacting with
by claiming that all people have different types of people effectively and understanding them. Salespeople,
intelligences. These intelligences can be strengthened or teachers, leaders, actors possess interpersonal intelligence
weakened by means of past experiences and education. [8,15]. Cooperative learning, peer tutoring, group work are
Gardner [13,18] suggests that people vary in terms of eight some of the activities related to interpersonal intelligence
types of intelligence; these are visual, verbal, mathematical, [1,6,8,23,41]. Using skills related to interpersonal
kinesthetic, interpersonal, intrapersonal, naturalistic, and intelligence and cooperating with peer in a language
musical intelligence: classroom can be claimed to have positive effect on students’
language learning [5].
2.2.1. Verbal-linguistic intelligence
2.2.7. Intrapersonal intelligence
It involves sensitivity to spoken and written language, the
ability to learn languages, and the capacity to use language to It is related to the capacity to understand oneself and plan
accomplish certain goals. Lawyers, speakers, writers, poets his/her life in accordance with that understanding.
can be considered to be strong in that intelligence [15]. Theologians, psychologists and philosophers possess this
Lectures, discussions, word games, storytelling, loud / silent intelligence [8,15]. Individual acknowledgement, student
reading, writing can be given as examples for the activities interest survey, metacognition, engaging feelings in the
related to this type of intelligence [1,6,8,23,41]. classroom, individualized instruction, independent study,
self esteem building can be counted among the activities
2.2.2. Logical-mathematical intelligence related to intrapersonal intelligence [1,6,8,23,41]. Students’
It is the capacity to analyze problems logically, carry out intrapersonal intelligence can be helped to develop so that
mathematical operations, and investigate issues scientifically they can assess their learning processes and have an insight
[15]. Discerning relationships, recognizing abstract patterns, about learning, which can also improve their learning [5].
reasoning inductively / deductively are also among the
2.2.8. Naturalist intelligence
capacities of this intelligence [23]. Scientists, accountants,
engineers, computer programmers demonstrate this It consists of observing patterns in nature, understanding
intelligence [8]. Calculations, number games, critical properties of natural systems and the ability to relate to living
thinking, using diagrams, graphs, patterning are some of the organisms. Farmers, botanists, ecologists and landscapers
activities that can be used in relation to logical-mathematical are strong in naturalist intelligence [8,23]. Using plants, tolls
intelligence [1,6,8,23,41]. related to nature, nature study, involving nature in the
curriculum, looking closer and observing natural events can
2.2.3. Visual-spatial intelligence be made use of to relate the lessons to naturalist intelligence
It involves the potential to think in accordance with the [1,6,8,23,41].
 Universal Journal of Educational Research 4(7): 1687-1697, 2016 1691

Gardner’s view of intelligence can be seen as a starting needs of their students [10,12, 41]. For that end, teachers
point for teaching English in a way that is different from need to determine their objective and the topic to be taught,
traditional, teacher centered methods making use of only then s/he needs to determine various strategies and materials
linguistic intelligence-friendly activities. Preparing lesson so as to address different intelligences of the students, and it
plans considering the individual differences and different can be an alternative to prepare a pool of activities and then
talents of the students may help the students to focus on the select among from these activities, as a last step teacher
lesson more easily and learn from it more effectively. needs to make his/her plans then apply them in the classroom
Gardner’s [13] theory of multiple intelligences (MI) [2,4]. Integration of MI into foreign language teaching
proposes a means of understanding how we process, learn, enables the language learners to benefit from eclectic,
and remember information. His theory asserts that while effective, and creative approaches to teaching a foreign or
individuals are capable of processing information in at least second language [42]. Research studies conducted in various
eight different ways; each individual varies in the degree of districts with participants from different levels propose that
skill possessed in each of these intelligences. He identifies considering multiple intelligences profiles of the students
eight categories of skills and abilities which he considers to while preparing lessons and trying to involve activities and
be individual intelligences: linguistic, logical-mathematical, strategies that address the different intelligences types in
spatial, bodily-kinesthetic, musical, interpersonal and classrooms have positive effects on students’ attitudes
intrapersonal and naturalistic. He believes that these discrete towards lessons and they also effect students’ achievement in
abilities operate together in complex ways, and provide a a positive way when compared with traditional way of
much more comprehensive view of what constitutes human instruction involving mere transfer of knowledge, and which
intelligence. The theory of multiple intelligences can be a does not allow use of games, songs and poems along the
means to address students’ diverse intelligences by creating lesson [e.g. 5,12,25,37].
individualized learning environments.
2.4. The case in Turkey
2.3. Multiple Intelligences and Foreign Language
Teaching As English is taught as a foreign language in Turkey and
the learners do not have much chance in practicing their
Multiple Intelligence Theory and its applications in the foreign language in real-life situations, they encounter
educational settings are growing so rapidly. There is no one difficulties in the process of learning it. In classrooms where
definite way through which the theory can be applied in the teacher controls the introduction of new language forms,
education. The theory is very flexible and it can be adapted to and controlled practice precedes freer communicative use of
the context in which it is applied. “The theory can be the new forms, language learning becomes a difficult task
implemented in a wide range of instructional contexts, from [26]. In most cases, the students have difficulty in learning
highly traditional settings where teachers spend much of English when it is presented through a traditional way of
their time directly teaching students to open environments teaching which disregards the differences among students
where students regulate most of their own learning” [1]. In and makes use of only one type of instruction. This
the type of education that was framed by Gardner’s view instruction often involves the presentation of the target form,
points; the human individual differences are given primacy controlled practice of the forms and production again in
to anything else. controlled settings. However, in order to have an effective
The key points of MI are useful to the English language foreign language teaching, research studies have put forward
teaching profession as well as to the other domains. It sees the fact that the individual differences have to be taken into
the teaching of English as an integrated and holistic consideration. Students can benefit more from the methods
experience and aims to teach communicative competence. It of instruction in which teachers use different methodologies,
helps us understand the diversity in the students and provides exercises and activities to reach all students, not just those
a framework for addressing the differences in the teaching who excel at linguistic and logical intelligence with a
process. To base the instruction of the English language on broader vision of education [1].
MI Theory means that the teacher should use a variety of In order to have an effective instruction, Turkish Ministry
teaching strategies which should be used in a way that makes of National Education has also tried to apply different
this instruction address the intelligences which the students methods. Within this framework, some principles of MI were
possess. That is, teachers need to consider how a target included in the English language teaching curriculum. Basic
system can be presented through different intelligences and Law of National Education no 1739 emphasizes the
how that target system can be translated “into the languages importance of educating a student according to his/her
of other intelligences, namely, pictures, physical or musical interests and skills: “The general purpose of the Turkish
expression, logical symbols or concepts, social interactions, National Education is to raise all Turkish citizens in line with
and intra-personal connections” [1]. Making use of MI their own interests and abilities, to prepare them for life by
activities can help the teachers to embrace all the students helping them to acquire the required knowledge, skills,
and attract their attention to the lesson through involving behavior and cooperative working habits and to ensure they
activities and materials that are suitable for the interests and have a profession which will make them happy and
1692 Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context

contribute to the happiness of society.” Therefore, the instruction and the correspondences of the vocabulary items
Ministry of Education‘s notification related to the course were given in the native language of the learners, that is in
design with Multiple Intelligences Activities has underlined Turkish. As Richards and Rodgers [33] stated the techniques
the importance of this theory. However, it is seen that used in the classroom that employed traditional way of
especially in the field of English Language Teaching there is teaching included memorization of dialogs, questions and
a lack of research related to multiple intelligences theory. answer practice, substitution drills and guided speaking and
Consequently, this study aims at finding out the effects of writing practices, fill-in-the-gaps exercises.
the MI activities on the development of writing skill in
English. For that end the research question addressed by this 3.1.2. MI-based instruction in the sixth grade English class
study is: “Are there any differences between two groups of The unit to be covered during the research was on
participants instructed through traditional method versus “comparatives” in experiential group, as well. However, in
multiple intelligences activities in a content-based order to cover the target grammar form within a context, the
framework in terms of writing development in foreign researcher also determined a theme which was “animals.”
language at the 6th grade? The reason for choosing that theme was the idea that animals
could be an interesting subject for the sixth graders; an
addition, as the students were also familiar with the topic of
3. The study animals, it would not place an extra burden on the students.
Multiple intelligences activities were implemented in a
content-based setting in the experimental group. The use of
3.1. The Context
MI activities aimed at reaching all the students who had
Subjects in this study were sixth-grade students in a state different intelligence types and therefore different learning
school. The school offered three hours of English lessons per styles. The researcher had meetings with the teacher before
week. Before the research study, the teacher employed the language lessons and they talked about what to do during
traditional way of instruction for both classes. the lesson. The researcher explained the procedures to be
In terms of the classroom environment, experimental and followed during the lesson. It should be also stated that the
the control groups had the same physical properties in their researcher took the opinions of the teacher into consideration
classes. The classes had a computer and a projector. Before and made some changes in the lesson plans when necessary.
the research study, both classes were instructed English The teacher was provided with the materials before the
through traditional method. During the research study, the lesson and she explained how to implement those materials.
same teacher continued to instruct at both experimental and As the teacher was already familiar with MI theory and had
control classes; however, the researcher also attended to the some in-service training on that subject, she did not have any
classes in order to make observations, take notes about the difficulties in implementing the materials and conducting the
instructional procedures and students’ reactions, attitudes activities. Each English lesson involved implementation of
and also in order to provide help for the teacher when two or three MI activities because the duration of the classes
necessary. was not enough to carry out at least eight activities
addressing all of the eight types of intelligences. Examples
3.1.1. Traditional method in the sixth grade English class
from the MI activities implemented in the experimental
Traditional method was implemented in the control group groups can be listed as following: vocabulary games,
as before. The unit to be covered during the research was on word-search puzzles, reading, writing activities
“comparatives.” The researcher did not have any (verbal-linguistic intelligence); puzzles and games, matching
intervention in the English lessons of the control group. The exercises, classifications and categorizations
traditional method emphasized the correct usage of the (logical-mathematical intelligence); power point
grammar forms. The teacher tried to make the students aware presentations, flashcards, pictures (visual-spatial
of the grammar rules. The focus of the lessons was on the intelligence); miming games, hands-on activities
learning of grammar rules in isolation. Structured exercises (bodily-kinesthetic intelligence); playing music, composing
were often used in order to reinforce the usage of the target a song, singing (musical-rhythmic intelligence); pairwork,
grammar forms. During the reading and writing activities, group work (interpersonal intelligence); writing one’s own
the teacher tried to attract the attention of the students to the feelings and thought on a piece of paper, reflecting on one’s
use of grammar rules instead of meaning of the text. For own learning (intrapersonal intelligence); bringing some
instance, the textbook included comprehension questions objects from natural life, bringing realia into the classroom
following the reading texts, and instead of encouraging the (natural intelligence). In order to prepare MI based
students to give answers that are correct in terms of their activities, the researcher was inspired by some writers [e.g.,
content, they were expected to produce answers that were 7,8,10,13-16,23,34,41].
correct grammatically. Another focus of the lessons was The teacher and the researcher aimed at teaching target
vocabulary learning. The teacher introduced most of the vocabulary and the target grammar form, however the focus
target vocabulary items of the unit in isolation and the of the lessons was not on structures only. The teacher tried to
students were expected to memorize them. The grammar teach them within a context and through content. For
 Universal Journal of Educational Research 4(7): 1687-1697, 2016 1693

example, when the topic was comparatives, the teacher asked socio-demographic properties, it was observed that most of
the students to match the adjectives with the related pictures. the students’ families lived in the villages of Ardahan as they
During such an activity the emphasis was on content and on were farmers. Therefore, most of the students travelled from
the matching exercise which seemed to be a game for the their villages to the school every day. Their level of income
students. However, at the same time the students found a was not so high and they did not have opportunities to be
chance to learn or at least become familiar with some new able to learn English outside the school. Most of the
vocabulary items within a context. Instead of giving the students’ parents were primary or elementary school
vocabulary items as a list and in isolation and expecting the graduates and only a few had parents who graduated from a
students to memorize them, the researcher tried to introduce high school or a university and worked as officials. The
them within a context and through different activities. For students spent most of their time in the school and went back
example, she made use of power point presentations, their homes after school; they did not have an active social
flashcards to introduce new vocabulary items and prepared life.
activities such as word puzzles, games or writing a short
sentence or aa short paragraph using newly learned 3.4. Instruments and Data Analysis
vocabulary items so that the Ss had chance to use vocabulary
within a meaningful and purposeful setting which enabled In order to find out whether there were any differences
them to learn and remember more easily. between two groups of participants instructed through
traditional method versus multiple intelligences activities in
3.2. Methodology a content-based framework in terms of writing development
in foreign language at the 6th grade, the participants were
The present study was a quasi-experimental one with a asked to write two essays as a pre-test and post-test. The
pre-test & post-test design. To this end, participants were topics of the essays were related to the units covered in the
assigned to the experimental and control groups randomly. lesson (animals). The students were provided with writing
In order to investigate the effects of incorporating MI prompts and they were asked to write an essay with an
activities into foreign language lessons on writing introduction, development and conclusion parts. An essay
development, the participants were asked to write short evaluation rubric developed by Reid [32] was used to
essays as a pre-test and post-test. On both tests, they were evaluate the essays. Apart from the researcher, the essays
provided with writing prompts and pictures. The pre-test was were also blind-rated by two experts who were also English
given to the both groups at the beginning of the study. After teachers using the same rubric in order to have an objective
the pre-test, the control group was instructed through evaluation. The maximum possible score was 100. Inter-rater
traditional method and the experimental group was reliability coefficients for two sets of essays were 0.82 and
instructed through MI based activities. The implementation 0.85. In order to interpret quantitative data, the researcher
process of the methods lasted for three weeks. Both groups also tried to collect qualitative data through observations
had three hours of English lesson per week; therefore the throughout the research process. After pre and post tests,
implementation lasted for nine hours of English. The the researcher interviewed with ten students randomly
duration of the implementation process was determined selected among participants. During the interviews, the
considering the time allocated for the target unit in the researcher asked the students about their writing experience.
curriculum. After the implementation process, the The researcher tried to find out the points at which the
participants in both groups were given post-test writing. students had difficulties or at which they enjoyed the
writing task.
3.3. Participants In addition to the data collected through pre and post tests,
and interviews, demographic information related to the
The participants comprised of 50 students of English in participant was collected through five open-ended
sixth-grade classes in a state elementary school in Turkey. questions.
They had been assigned randomly to their class groups. The
school administration stated that they formed the classroom 3.5. Results and Discussion
in a way they tried to make them equal to each other in terms
of the number of the students, number of the female and male In order to find out whether there were any differences
students, and their academic success during primary school, between pre-test and post-test scores within the same group,
their socio-demographic characteristics. The researcher paired samples t test was applied on essay scores for two
determined the experimental and the control groups groups separately. In addition, in order to find out whether
randomly. Both classes consisted of 25 students. The there were any differences between the post test scores of
students had been exposed to English for three years and they experimental and control groups, independent samples t test
were exposed to English for three hours a week during the was applied on the post-test scores of both groups. The
study. Their native language was Turkish. Their level of findings were interpreted within the framework of the
English was stated to be beginners’ level by their teacher. researcher’s observations and the interviews conducted with
The students were at the age of 11-12. In terms of the students.
1694 Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context

Table 1. Descriptive Statistics for Pre-test and Post-test Scores on Writing When the analyses on pre-test and post-test scores of
Std. experimental group is considered as shown in Table 4, it can
Std.
Test Group N Mean
Deviation
Error be noticed that the post test scores of the experimental group
mean were higher that the pre-test scores. Paired samples t test
Experimental
Writing 25 31.48 6.20 1.24 analysis put forward that the difference between pre-test and
group
pre-test
Control group 25 30.40 9.34 1.86
post-test scores of experimental group was significant
Experimental
(p<.05). This finding may suggest that MI activities
Writing 25 51.80 16.00 3.20 implemented in a content-based framework were effective in
group
post-test helping the students to improve their writing skill, at least on
Control group 25 31.20 8.69 1.73
a topic covered in the lessons.
When the descriptive statistics presented in the Table 1 are As the study investigated whether there was a significant
investigated, it can be seen that the writing scores of the effect of the instructional types (MI-based activities and the
control and experimental groups were similar at the traditional method) on writing development, independent
beginning of the research study. samples t test analysis was conducted on the post-test scores
Table 2. Independent Samples t-test Results on Pre-test Scores of Both of experimental and control groups. The results are given in
Groups Table 5.
Std. Table 5. Independent Samples t-test Results on Post-test Scores of Both
Group Mean t df p
Deviation Groups
Experimental 51.80 16.00 Std.
.481 48 .63 Group Mean t df p
Control 31.20 8.69 Deviation
Experimental 51.80 16.00
In order to determine whether the differences between 5.65 48 .000
Control 31.20 8.69
pre-test scores of the students in the control and experimental
groups were significant or not, independent samples t-test As presented in Table 5, the results put forward that there
was applied on the pre-test scores of both groups. The results was a significant difference between the post-test scores of
presented in Table 2 indicated that there was no significant the control group and those of the experimental group on
difference between groups in terms of pre-test scores on writing test (t = 5.65, df = 48, p≤ 0.00). This suggests that
writing (p>.05). Therefore, it could be concluded that the there were differences between the performances of the
groups were similar at the beginning of the research in terms students in the experimental group and control group after
of their writing level in L2, and any differences between the the educational treatment. When the mean scores of both
two groups after the research could be attributed to the groups on writing test are compared, it can be seen that this
implementation of two different methods. difference is in favor of the experimental group. While the
Before finding out whether there were any differences means for the experimental group was 31.48 in pre-test and
between two groups on their post-test scores, the pre and post 51.80 on post-test, the means for the control group was 30.40
test scores of each group were compared within the group in pre-test and 31.20 on post test. Therefore, the analyses
itself in order to see whether the group showed ant conducted on the pre and post-tests of both groups yield that
development from pre-test to the post test. MI-based activities were found to be more effective than the
Table 3. Paired Samples t-test Results for Control Group on Pre-test and traditional way of instruction in enabling the sixth grade
Post-test Scores students to write in a more effective way within the
Std. framework of the present research.
N Mean df t p
Deviation When the results of the present study are considered
Pre-writing 25 30.40 9.34 within the framework of the interviews conducted with the
24 -1.072 .29
Post-writing 25 31.20 8.69 participants, it may be possible to arrive at some inferences
for the rationale behind the findings. After the
When Table 3 is investigated, it can be seen that control
implementation of the pre-test writing, some students were
group, that is the group instructed through traditional method, asked about their writing experiences and they were required
showed a slight improvement when the pre-test and post-test to comment on the aspects that made their writing process
means are considered. However, this slight difference was easy or difficult. The fact that in traditional method, the
found to be non-significant (p>.05). As a result, it may be students were not taught English in a context and they were
suggested that traditional way of instruction was not much required to memorize some grammar rules and vocabulary in
effective in improving the students’ L2 writing skill. isolation made it difficult for them to transfer their
Table 4. Paired Samples t-test Results for Experimental Group on Pre-test knowledge into writing. Some students suggested:
and Post-test Scores
“I know the rules, but I don’t know how to make
Std. sentences in a meaningful order.”
N Mean df t p
Deviation
Pre-writing 25 31.48 6.20 “I can say some words about the pictures given to us,
24 -5.97 .000 but it is difficult for me to write an essay making use of
Post-writing 25 51.80 16.00
the pictures.”
 Universal Journal of Educational Research 4(7): 1687-1697, 2016 1695

The students can memorize the rules or the vocabulary words to write sentences, to prepare role plays.”
items; however, they cannot use them within a context to
The MI-based activities seemed to help the students learn
deliver a meaningful message. They see English lesson as a
and retain whatever they learn and use it when necessary. As
mechanical lesson, instead of seeing it as a means of
Lazear [23] states, integrating multiple intelligences
communication in another language.
activities can help the students to develop the full range of
Traditional way of instruction presents the foreign
their potential intelligences and ensure a deeper and a more
language as if it was a math lesson. The rules are given and
thorough understanding of the material that is taught and as a
sentences are made in accordance with these rules. However,
result, it becomes easier for them to use it later. It is also clear
such a one-way-of-instruction prevents the teachers from
from the statements of the students that what they learn does
addressing many students and teaching them English in an
not remain in their books or in their notebooks. They seem to
effective way. There was no “plasticity” in lessons instructed
internalize what they learn instead of memorizing and
in traditional method, which could have enabled the teachers
forgetting in a short time. When the results of the present
to reach students with different intelligence profiles and
study are considered as whole, it can be concluded that
enliven their desire to learn and use language. It could be
multiple intelligences based activities evoked positive
observed that in the control group where traditional method
reflections in the participants and those activities had
was applied, the students became bored easily and they lost
positive effects on writing development of the participant
their interest in the lesson. Therefore, it became difficult for
within the framework of the present research. These findings
the students to develop their language skills including
are consistent with the previous research studies [e.g.,
writing. The case was similar after the post-test writing in
5,12,22,24,25,29,31].
control group. The students complained about not being able
The observations of the researcher are also in line with
to understand English and use it. Most of them were already
what the students stated, the students were motivated to be
convinced that they could not understand English, therefore
involved in various activities, and this motivation helped to
they could not write anything. Some of them even thought
increase learning. When an activity was finished they were in
that they did not have the skill to learn a language:
expectation of the following one instead of getting bored or
“I don’t understand anything in English lessons. I’m not uninterested in the lesson. This excitement may be related to
so capable, I think.” the idea that each and every student found something
appealing to him/her in the lessons conducted through
“I can memorize the rules, but I can easily forget them. MI-based activities [1]. A linguistic activity may not be
I always mix a rule with the other one.” interesting for one student, but a visual one may grasp his/her
“It is difficult to memorize words. Even if I memorize attention, or musical activities may not be so interesting for
words, this time I cannot make sentences.” another, however bodily-kinesthetic activities may enliven
his/her interest for the lesson. On the other side, the one way
The basic reason underlying such statements may be the of teaching applied in the traditional method, which is
fact that the students had been offered English lesson always usually linguistic or mathematical activity, may not be
in one way although each and every student is unique and enough to attract the attention of all the students throughout
have ways of learning that are particular to them. Efforts that the lesson. It can be difficult even for a verbal/linguistic child
try to make the students to learn a foreign language through not to lose his/her interest in lesson when s/he is
one or two specific ways may not be enough to embrace all continuously exposed to the verbal/linguistic activities in the
the students in a classroom. same form throughout the lesson.
The students in the experimental group were also
interviewed after the implementation of MI-based activities
and after the post-test writing. The students said they the 4. Conclusions
lessons instructed through MI-based activities were more
This study attempted to explore the effects of multiple
interesting and enjoyable for them. Therefore, they could pay
intelligences activities on writing development of the sixth
attention to the lessons and learn more easily. Some students
grade students in Turkey. The results of the study suggest
stated:
that the experimental group instructed through multiple
“We were involved in many activities. Some activities intelligences activities showed more improvement from their
were very enjoyable, particularly the games. I was not pre-test to their post-test scores than the control group
bored and I would like to learn English in that way instructed through traditional method. When the mean scores
(through MI based activities).” of the both experimental and control group on post-test were
considered, it was also found out that experimental group
“We actually learn the same topic but we learn it in
outperformed the control group. These findings suggest that
many ways, so repeat it again and again. So I don’t
MI-based activities were more effective than the traditional
forget it.”
way of instruction in enabling the students to write in a more
“I learn the meaning of words easily, because I use it effective way. The basic reason for that finding can be the
again and again in games, in puzzles. And I try to use idea behind MI Theory, which considers each learner as a
1696 Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context

“unique” person and suggests that all children have different enough when the total number of the participants is
inclinations in the eight intelligences [1,14]. As MI theory considered. However, in order to have a clearer picture about
sets the basis for the use of different techniques in the the attitudes of the students towards both methods, more
classroom, teachers do not limit themselves to only one way students need to be interviewed. In addition to interviews,
of instruction; as a result they can reach more students questionnaires, open-ended questions can also be used.
through different ways. This process then can be expected to Despite its limitations, this study can be considered one of
increase level of learning. the many steps that need to be taken in order to plan curricula
The participants’ positive attitudes towards MI-based taking the different intelligence profiles of the students into
activities also support the quantitative findings. They found consideration and embrace all the students no matter how
the MI-based activities more motivating, more enjoyable, different they are from each other.
and more interesting than the traditional way of instruction.
This positive attitude can also enable to increase their
interest in the lesson and internalize what they learn and use
it automatically when necessary.
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