Volume 56, Issue 2, September 2021, Pages 141–159
Mustapha Boughoulid1
1 Cadi Ayyad University, Faculty of Letters & Human Sciences, Marrakech, Morocco
Original language: English
Copyright © 2021 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.
This research is an empirical study that focuses on the implementation of Gardner’s Multiple Intelligences instructional design model as a variable that affects the students’ learning process in an ESL context where English is used as a second foreign language. This study identifies, compares and contrasts the students’ first three best intelligences in three different school subjects, namely Mathematics, Language Arts, and Social Studies, in such a way as to decide about the first three effective intelligences that teachers use in order to design their lessons and tap on their learners’ needs by providing them with practical opportunities and helping them to develop their learning abilities. The analysis of the data that results from the collection methods is done in the light of the mixed methods research. Observation, survey, and interview are the first three best instruments which are adopted to help in the achievement of the objective of the study and get credible, valid, and trustworthy data. The investigation revolves around the idea of finding out the common intelligences among all the students and check how these intelligences are related to the nature of the school subjects. The most striking result about the intelligences used by the students in the subjects under study shows that they are closely related in terms of the nature of the subject itself. The common intelligences are the Verbal-linguistic, the Visual-spatial, and the Bodily-kinesthetic intelligences, which suggests the significant relationship existing between them and how it affects the English language learners’ academic achievements.
Author Keywords: Multiple Intelligences, instructional design model, ESL, English Language Learners, mixed method.
Mustapha Boughoulid1
1 Cadi Ayyad University, Faculty of Letters & Human Sciences, Marrakech, Morocco
Original language: English
Copyright © 2021 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
This research is an empirical study that focuses on the implementation of Gardner’s Multiple Intelligences instructional design model as a variable that affects the students’ learning process in an ESL context where English is used as a second foreign language. This study identifies, compares and contrasts the students’ first three best intelligences in three different school subjects, namely Mathematics, Language Arts, and Social Studies, in such a way as to decide about the first three effective intelligences that teachers use in order to design their lessons and tap on their learners’ needs by providing them with practical opportunities and helping them to develop their learning abilities. The analysis of the data that results from the collection methods is done in the light of the mixed methods research. Observation, survey, and interview are the first three best instruments which are adopted to help in the achievement of the objective of the study and get credible, valid, and trustworthy data. The investigation revolves around the idea of finding out the common intelligences among all the students and check how these intelligences are related to the nature of the school subjects. The most striking result about the intelligences used by the students in the subjects under study shows that they are closely related in terms of the nature of the subject itself. The common intelligences are the Verbal-linguistic, the Visual-spatial, and the Bodily-kinesthetic intelligences, which suggests the significant relationship existing between them and how it affects the English language learners’ academic achievements.
Author Keywords: Multiple Intelligences, instructional design model, ESL, English Language Learners, mixed method.
How to Cite this Article
Mustapha Boughoulid, “Multiple Intelligences: An instructional design model that affects English language learners’ performance,” International Journal of Innovation and Scientific Research, vol. 56, no. 2, pp. 141–159, September 2021.
