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Tahriri, A, Yamini, Morteza. (1391). On Teaching to Diversity: Investigating the Effectiveness of MI-Inspired Instruction in an EFL Context. , 29(1), 165-183. doi: 10.22099/jtls.2012.405
A Tahriri; Morteza Yamini. "On Teaching to Diversity: Investigating the Effectiveness of MI-Inspired Instruction in an EFL Context". , 29, 1, 1391, 165-183. doi: 10.22099/jtls.2012.405
Tahriri, A, Yamini, Morteza. (1391). 'On Teaching to Diversity: Investigating the Effectiveness of MI-Inspired Instruction in an EFL Context', , 29(1), pp. 165-183. doi: 10.22099/jtls.2012.405
Tahriri, A, Yamini, Morteza. On Teaching to Diversity: Investigating the Effectiveness of MI-Inspired Instruction in an EFL Context. , 1391; 29(1): 165-183. doi: 10.22099/jtls.2012.405

On Teaching to Diversity: Investigating the Effectiveness of MI-Inspired Instruction in an EFL Context

Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
مقاله 8، دوره 29، شماره 1، خرداد 2010، صفحه 165-183    اصل مقاله (192.19 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22099/jtls.2012.405
نویسندگان
A Tahriri؛ Morteza Yamini*
Shiraz University, Shiraz
چکیده
This study reports an experiment conducted to investigate the effectiveness of implementing MI-inspired instruction in an EFL context. To this end, a group of ten intermediate female students took part in a quasi-experimental study. At the beginning of the experiment, Multiple Intelligences Survey (Armstrong, 1993) was administered to determine the participants’ MI profiles. The participants were pre-tested using Oxford Placement Test (OPT) (Allen, 2004) to determine their level of proficiency. During the control phase, the participants received so-called ‘MI-poor’ instruction which mostly focused on verbal-linguistic type of intelligence among others. During the experimental phase, based on the initial MI survey and students’ exit slips, a variety of activities were implemented to invoke various types of intelligence. At the end of both control and experimental phases, OPT along with Headway Stop & Check tests were administered. OPT was administered to determine the participants’ general progress and Stop & Check tests were given to trace any possible specific progresses. The findings of the study revealed a significant performance on Stop & Check tests which was indicative of the at least partial effectiveness of implementing MI-inspired instruction.           
کلیدواژه‌ها
1. Multiple Intelligences Theory (MIT) 2. Implementation 3. EFL
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