Learning styles and multiple intelligences: their contribution to the learning process of english as a foreign language

Abstract

This research synthesis aims to determine the relevance of enhancing multiple intelligences and learning styles in the English as a Foreign Language (EFL) classroom through the achievement of students who learn English as a foreign language. Based on the inclusive and exclusive criteria of this synthesis, the author selected 15 primary studies for the analysis, which have employed diverse data collection instruments and have taken place at distinct levels and contexts. A minimal amount of research focused on the relationship of instructional approaches predicated on multiple intelligences and learning styles was analyzed. Nonetheless, findings of the study have provided substantial evidence which reveals that the theories of multiple intelligences and learning styles positively contribute to the learning and academic achievement of English in an EFL classroom instruction.