The effect of multiple intelligence-based instruction on learning and attitudes of the sixth graders in English language teaching

Abstract

In this research, Howard Gardner?s Multiple Intelligence Theory is described and it is investigated how MI-based instruction affected sixth grade students? learning level and attitudes in English language teaching.This is an experimental study which adopted single group pre-test and post-test design. The research was applied to 28 sixth graders in Akku? ?MKB Regional Boarding School. During the research the ?Simple Present Tense? was taught with the traditional teaching methods and the ?Present Continuous Tense? was presented with the activities of MI Theory to the students by the researcher. This six week research was administered to determine whether MI-based instruction caused a change on the students? success and attitudes towards English with respect to traditional teaching. In the study, the data which were obtained from English proficiency tests, the attitude scale and multiple intelligences inventory were analyzed by using SPSS (v.15).This experimental study examined the importance of MI Theory in the process of English language teaching in terms of success and attitude. At the end of the research, the post-test results revealed that MI-based instruction did not create a statistically significant difference on learning level of the students in comparison to traditional teaching methods. However, after the lessons which were equipped with the activities of multiple intelligence positive changes were observed on the attitudes of the students towards English in terms of finding English lessons easy to learn and enjoyable to study, feeling themselves comfortable and successful in the lessons and establishing classroom interaction in the target language more easily.Key Words: Multiple Intelligence Theory, Traditional Metho