Learning diversity: Multiple intelligences profile of Yemeni efl University students

Asma’a Al-mahbashi, Dr. Noorizah Mohd Noor and Dr. Zaini Amir

A shift in emphasis toward language learners over the last two decades has generated a great interest of research focusing on learners’ individualities and language learning. In most EFL context, particularly in Yemen, teaching of English language is still dominated by the teacher-centered approach that almost ignores learners’ different characteristics. The use of instruction that is not responsive to learners’ needs results in ineffective learning. Multiple intelligences (MI) theory stimulated teachers to adopt teaching activities that accommodate learners’ needs. This theory posits that, languages learners should be engaged in different activities cater for their different learning capacities. This paper attempted to identify Yemeni EFL learners’ intelligences profile with the aim to develop English language teaching university instruction and enhance the Yemeni students’ learning of English. The participants were thirty female EFL Yemeni students joining second year at Sana’a University. Their intelligence profile was identified using McKenzie’s (1999) MI inventory. The findings revealed that EFL university Yemeni students had undeveloped level in the eight intelligences domains. The two most dominant intelligences were mathematical-logical and visual-spatial intelligences. On the other hand, musical and naturalist intelligences were less dominat. The findings of the study would help language teachers to create a meaningful motivational learning environment where EFL learners are engaged in activities that addresses their learning preference.

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   Vol. 07, Issue 02, February 2017



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