scholarly journals Revisiting the Universality of Multiple Intelligences Theory in English Writing Classroom: Putting Theory Into Practice

2019 ◽  
Vol 2 (1) ◽  
pp. 148-155
Author(s):  
Rukmana Fachrul Islam
Keyword(s):  
Language Learning ◽  
Multiple Intelligences ◽  
English Department ◽  
State University ◽  
Writing Performance ◽  
English Writing ◽  
Multiple Intelligences Theory ◽  
The University ◽  
The Relationship ◽  
Insignificant Correlation

The present study was undertaken based on an assumption that there is no full guarantee that the university-level students from English department could be easily successful in writing activities. This might be as a result of differences in individuals’ characteristics contributing to language learning process, and even better it has something to do with the so-called “Intelligence”. While some relevant studies concerned about the relationship between the students’ Multiple Intelligence profile and their ability in language learning, the current findings contradicted the findings that of researches. In relation with writing skill, some show a significant correlation, some found only partial correlation, and some illustrated insignificant correlation between the observed variables. To have a clearer picture as to this arguable issue, the present study’s aim was about to look into the relationship between multiple intelligences as a whole part and linguistic intelligence as a part of multiple intelligences, and writing performance of English department students in a state university. This study employed mix method and the instruments applied were MI Inventory, a writing scale adopted from IELTS writing task 2, and interview. A small number of students, 27 students, actively participated in this study, and the findings indicated that insignificant correlation existed between students’ writing performance and their MI profile as a whole part or as independent intelligence, namely linguistic intelligence.

scholarly journals Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

2020 ◽  
Vol 15 ◽  
pp. 34-46
Author(s):  
Hadriana
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Language Anxiety ◽  
English Department ◽  
Efl Context ◽  
Learning Anxiety ◽  
Anxiety Levels ◽  
Second Year ◽  
The University ◽  
The Relationship

Many studies have delved into the connection between self-efficacy and language anxiety. However, the findings are somewhat inconsistent: self-efficacy has either positive, negative or no relationship at all with language anxiety. Therefore, this research aims to examine the relationship between students’ self-efficacy and language anxiety in learning speaking in EFL classroom. The subjects of this study were second-year English Department students at the University of Riau, Indonesia taking Speaking subject (N = 40). Data on their self-efficacy and language anxiety were collected through the questionnaire. The data analysis results reveal that the students have very good self-efficacy in speaking. They also show a moderate level of anxiety. However, statistical analysis reveals that there is no relationship between the two variables. Despite the limited number of participant, this finding is expected to shed a light on the contribution of self-efficacy and anxiety on learning speaking in EFL context. This finding suggests that although the self-efficacy and anxiety levels were similar with previous studies, there might be different patterns of relationship between these variables depending on the context. This implies that teachers should be aware of this before taking any measure to improve students speaking skills.

Expanding Our “Frames” of Mind for Education and the Arts

2013 ◽  
Vol 83 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jennifer Groff
Keyword(s):  
Multiple Intelligences ◽  
Cognitive Processing ◽  
Arts Education ◽  
Digital World ◽  
The Arts ◽  
Multiple Intelligences Theory ◽  
Impact Of Technology ◽  
The Impact ◽  
The Relationship

In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. Emerging research on the brain's cognitive processing systems has led Groff to put forth a new theory of mind, whole-mindedness. Here she presents the evidence and construct for this frame of mind, how it sits in relation to multiple intelligences theory, and how it might redefine the justification for arts education in schools, particularly in our digitally and visually rich world.

scholarly journals 67 Effects of Maternal Disposition and Calf Chute Behavior at Weaning on Calf Finishing Performance

2020 ◽  
Vol 98 (Supplement_2) ◽  
pp. 64-65
Author(s):  
Michael Sims ◽  
Paul A Beck ◽  
Cyril B Stewart ◽  
Cody Shelton ◽  
Reagan N Cauble ◽  
...  
Keyword(s):  
Life Time ◽  
Research Center ◽  
State University ◽  
University Of Arkansas ◽  
Oklahoma State University ◽  
Point Scale ◽  
Calf Performance ◽  
The University ◽  
The Relationship

Abstract Temperament has been reported to impact calf performance. The purpose of this study was to investigate the relationship between maternity disposition and calf temperament at weaning to finishing performance. Maternal disposition at calving and calf chute behavior at weaning data were collected from the University of Arkansas between August 2017 and May 2018. Calves were finished at Oklahoma State University Willard Sparks Research Center between October 2018 and August 2019. Cow behavior was observed at calving and received a disposition score (CDS) that used a 5-point scale where a score of 1 was highly aggressive, and a 5 was apathetic. At weaning, calf weight (WW) and chute behavior (CS) was recorded. Chute behavior at weaning used a 5-point scale; a score of 1 was indicative of a calm exit, and a 5 was aggressive when exiting the chute. Data were analyzed using the GLIMMIX procedure of SAS. Significance was declared at P ≤ 0.05. Calves with CS of 2 at weaning had greater BW both on arrival to feed yard (P < 0.01) and at harvest (P = 0.01) than calves with a CS of 3. Calves from cows with CDS of 3 had greater feedlot arrival weights (P = 0.01) and ADG (P = 0.01) than calves from cows with CDS of 4. This study indicates that cattle with nervous chute behavior (CS = 3) had potentially detrimental effects on performance and can impact overall life-time productivity.

scholarly journals On the Relationship of Multiple Intelligences With Listening Proficiency and Attitudes Among Iranian TEFL University Students

2010 ◽  
Vol 28 (1) ◽  
pp. 97 ◽  
Author(s):  
Ma’ssoumeh Bemani Naeini ◽  
Ambigapathy Pandian
Keyword(s):  
University Students ◽  
Language Learning ◽  
Multiple Intelligences ◽  
Pearson Correlation ◽  
Intact Group ◽  
Conditions For Learning ◽  
Significant Difference ◽  
Listening Proficiency ◽  
Relationship Of ◽  
The Relationship

Gardner’s (1983) Multiple Intelligences Theory (MIT) has been found to have profound implications in teaching English as a foreign language (TEFL) in that it provides a way for teachers to recognize learners’ individual cognitive and affective differences by providing favorable motivational conditions for learning. However, little investigation has focused on the domains of cognition and affect in a single study. Therefore, this study investigates two facets: the relationship of Multiple Intelligences (MIs) with listening among Iranian TEFL university students and the possible relationship between the type of intelligence the students fall into and their attitudes toward learning English. In this study, McKenzie’s (1999) MI Inventory was used to identify 60 participants’ preferred intelligences. The participants comprised an intact group randomly assigned to the experiment. A Likert-type questionnaire was employed to elicit data about participants’ levels of personality traits that accounted for their attitudes to language-learning. Also, the participants’ listening comprehension proficiency was measured using the listening section of a retired TOEFL test. Data analysis using Pearson correlation revealed no significant relationship between the score of listening and any of the MIs. Similarly, the results indicated no significant difference between MIs and attitudes.

scholarly journals Rainbows amid Downpours: University Students’ Goals in Learning English during Digital Experiments

2021 ◽  
Vol 3 (2) ◽  
pp. 87-95
Author(s):  
Cathy Mae Dabi Toquero ◽  
Swen Joshryll C. Acebes ◽  
Jaizele B. Melitante ◽  
Nikki T. Tuble
Keyword(s):  
University Students ◽  
Language Learning ◽  
The Philippines ◽  
State University ◽  
Authentic Assessments ◽  
Pedagogical Skills ◽  
Research Findings ◽  
The University ◽  
Academic Implications ◽  
Learning English

University students are susceptible to the constantly shifting online milieu during the pandemic. Linguistic isolation can present more difficulties as students lack authentic social communication in classes online. This study examined the hopes and goals of university students in their English learning course during emergency remote learning. Third Year Pre-Service teachers of a state university in the Philippines served as participants in this study. Through content analysis of 28 student-responses of the English Modules, the research findings demonstrate the significance of hopes and goals of the university students in learning English during the pandemic. Amidst the digital experiments, students portray hopes and goals of developing their pedagogical skills in English and broadening their linguistic skills despite linguistic isolation. Students' goals in the course are to improve their language skills, develop in-depth knowledge in English, achieve better grades, and become effective potential teachers.   As they aim to achieve those goals amid metaphorical downpours, university students reflect on the purpose of the course to equip them for lifelong learning that may develop ethical value, morality, and sense of vocation in their chosen profession. Despite having to confront the difficulties of learning online, their hopes and aspirations spark a burning desire to engage in intellectual and linguistic battles in learning English during pandemic and post-pandemic. Academic implications include for teachers to integrate authentic assessments for experiential language learning and for students to sketch a visual career plan outlining how students may achieve their goals as future educators.

scholarly journals Communication and Language Learning in Virtual Environments through an Eco-semiotic Lens

2022 ◽  
Author(s):  
Alina Andreea Dragoescu Urlica ◽  
◽  
Lulzime Kamberi ◽  
Marta Boguslawska-Tafelska ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
Virtual Environments ◽  
Learning Experience ◽  
Educational Environment ◽  
State University ◽  
Fields Of Study ◽  
Digital Environments ◽  
The One ◽  
Ecological Communication ◽  
The University

The paper explores the interface between the new theoretical approach of ecolinguistics and language educational practices in the new digital environments that we have plunged into during 2020-2021. From the standpoint of ecological communication and eco-semiotics, the exploration highlights its impact on language learning and education in general, as re-contextualized in the new digital spaces we have all been experiencing as educators and learners. The theoretical input from semiotics and conceptual linguistics on the one hand, and educational ecology on the other hand, is paired with a direct empirical analysis of the students’ language learning experience at the USAMVBT University of Timisoara, Romania, the University of Tetova, North Macedonia, and Lomza State University from Poland. Our aim is to better understand how to sustain students’ communicational skills and their overall adaptation to the emerging digitalised educational environment across fields of study.

scholarly journals Assessing Chinese Students’ Writing Performance in an American University: The Relationship between Selected Written Errors, Teacher’s Feedback, and Learners’ Interlanguage Experiences

2019 ◽  
Vol 7 (2) ◽  
pp. p246
Author(s):  
Yuxin Tian
Keyword(s):  
Corrective Feedback ◽  
Chinese Students ◽  
Writing Performance ◽  
American University ◽  
English Writing ◽  
The Relationship

The study examined Chinese students’ writing performance through the lens of corrective feedback and learners’ interlanguage experiences. It concludes that coding on paper may work only on learners who pay much attention to teachers’ feedback. It is always the work of both students and teachers to improve the accuracy in English writing.

scholarly journals Applying Multiple Intelligence-Based Activities (Miba) to Promote Students’ Writing Performance

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Dahlia Husain
Keyword(s):  
Language Learning ◽  
Multiple Intelligence ◽  
Control Group ◽  
State University ◽  
Writing Performance ◽  
Content Organization ◽  
Writing Class ◽  
Quasi Experimental ◽  
Significant Performance ◽  
Experimental Group

The present study was conducted based on the assumption that accommodating students’ differences in classroom setting will lead to students’ success particularly in language learning. This research was aimed to investigate the extent of the application of Multiple Intelligence-Based Activities (MIBA) to promote students’ writing performance. There are 2 homogenous groups of the 4th semester of English Department students of Gorontalo State University enrolled in this study. A total of 40 students from control and experimental group were involved. This study applied quasi-experimental design with pretest and posttest that were given to both groups followed by the perceptional questionnaire to find out the students’ perception toward the application of MIBA. The experimentation comprised 8 types of activities as the embodiment of 8 intelligences proposed by Gardner (2011) to be incorporated into students’ writing class. The students’ writing performance was measured through Jacobs et. al.’s analytic writing scale (as cited in Hughes, 2003) including content, organization, vocabulary, language use and mechanics, while the data from the questionnaire was analyzed through Likert scale measurement. The result of the independent sample t-test revealed that experimental group taught using MIBA showed a statistically significant performance compared to the control group taught using conventional way of teaching with t-observed value was greater than t-table value (2.532 > 2.042).  At last, the data from perceptional questionnaire strongly suggest that the students of experimental group had positive perception toward the application of MIBA. Therefore, it can be concluded that MIBA gave a positive effect in promoting students’ writing performance.

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