The impact of the integration of multiple intelligences in the EFL classroom

Abstract

The purpose of the current research synthesis was to determine the impact of the integration of Multiple Intelligences (MI) in the English as Foreign Language (EFL) classroom. For this exploratory bibliographical research, twenty studies were selected by means of online databases. In terms of the inclusion criteria, the articles required to be empirical, published studies, peer reviewed, and issued within the last 30 years. In order to address the purpose of this research synthesis, the relationships between MI and English learning, the perspectives of English teachers and learners towards the integration of MI in the EFL classroom, and the advantages and disadvantages of integrating MI in the EFL instruction were analyzed. The results revealed that the integration of MI in the EFL classroom had a positive impact over this. In addition, it was found that MI were strongly and positively related to different aspects of the English learning. Moreover, English teachers and students mostly demonstrated positive perspectives and attitudes towards MI and their integration in the EFL classroom. Furthermore, the number of advantages of integrating MI in the EFL classroom was superior to the number of its disadvantages. Finally, certain recommendations based on the gaps identified through the analysis of the data were established, which can be useful for future research studies.