Volume 47, Issue 1, February 2020, Pages 11–16
Azize El Ghouati1, Abderrahim Khoumich2, and Driss Benattabou3
1 Hassan II University of Mohammedia, Morocco
2 Moulay Ismail University of Meknes, Morocco
3 Moulay Ismail University of Meknes, Morocco
Original language: English
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The current study is intended to assess the utility of Multiple Intelligence-Based Approach in improving the English performance of secondary stage learners. It adopts a two groups pre-test-post-test quasi experimental design. The experimental group consists of thirty-four learners of third year junior high school. The control group is composed of thirty-five students. Both groups are evaluated using a pre-test to determine their pre-course performance. The experimental group is taught English using a variety of activities whose goal is to stimulate every single facet of their intelligence during 17 weeks. At the end of the experiment period, a test was assigned for both groups. The groups’ scores were analyzed using T-test. Accordingly, the results unveiled that the proposed MI-based approach had a positive effect on the learners’ English performance. There were significant differences between the means of the pre-test and post-test of the experimental group.
Author Keywords: Multiple Intelligences, English Performance, Multiple Intelligences-Based Approach.
Azize El Ghouati1, Abderrahim Khoumich2, and Driss Benattabou3
1 Hassan II University of Mohammedia, Morocco
2 Moulay Ismail University of Meknes, Morocco
3 Moulay Ismail University of Meknes, Morocco
Original language: English
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The current study is intended to assess the utility of Multiple Intelligence-Based Approach in improving the English performance of secondary stage learners. It adopts a two groups pre-test-post-test quasi experimental design. The experimental group consists of thirty-four learners of third year junior high school. The control group is composed of thirty-five students. Both groups are evaluated using a pre-test to determine their pre-course performance. The experimental group is taught English using a variety of activities whose goal is to stimulate every single facet of their intelligence during 17 weeks. At the end of the experiment period, a test was assigned for both groups. The groups’ scores were analyzed using T-test. Accordingly, the results unveiled that the proposed MI-based approach had a positive effect on the learners’ English performance. There were significant differences between the means of the pre-test and post-test of the experimental group.
Author Keywords: Multiple Intelligences, English Performance, Multiple Intelligences-Based Approach.
How to Cite this Article
Azize El Ghouati, Abderrahim Khoumich, and Driss Benattabou, “Application of Multiple Intelligences-Based Approach in TEFL: English Teaching in Morocco as a Case Study,” International Journal of Innovation and Scientific Research, vol. 47, no. 1, pp. 11–16, February 2020.
