Enhancing language teaching strategies in an EFL classroom by using multiple intelligence instruction

Abstract

This research synthesis aimed at determining the effects of using Multiple Intelligences (MI) instruction to enhance the language teaching strategies used in an English as a Foreign Language classroom (EFL). The information was gathered from twenty studies that provided the aspects influenced by the Multiple Intelligences (MI) approach. Besides, the perceptions of teachers about the application of Multiple Intelligences (MI) on their teaching strategies for teaching English were examined. Regarding the inclusion criteria, the studies had to be empirical, considering any educational level to study the impact of MI instruction in a more extensive community of EFL teachers and students. Furthermore, the studies had to be published in a range of five years, beginning from 2015. The results showed that MI instruction impacted the language proficiency, self-development, and motivation of students while learning English. Also, teachers recognized the effectiveness of the MI approach to enhance their teaching practices, however, the majority of them preferred to avoid its implementation due to lack of knowledge and time. Lastly, it was proposed for further research the involvement of all members of the educational community, such as parents, school administrators, students along with teachers, and not only educators as was perceived in the selected studies.