scholarly journals Multiple Intelligences-Related Projects and EFL University Students’ Autonomy

2020 ◽  
Vol 10 (3) ◽  
pp. 85
Author(s):  
Tran Ba Tien ◽  
Le Thi Tuyet Hanh
Keyword(s):  
University Students ◽  
Language Learning ◽  
Multiple Intelligences ◽  
Experimental Research ◽  
Learning Process ◽  
Information Sources ◽  
Control Groups ◽  
Efl Learners ◽  
The Relationship

This experimental research investigates the relationship between multiple intelligences (MI)-related projects and EFL learners’ autonomy. The experiment was conducted at Vinh University, involving 59 non-English majored students. Autonomy tests, project rubrics, and project questionnaires were employed to collect the data for analysis. The findings showed that after fifteen weeks of treatment with five projects the students involved in MI projects were more self-controlled in exploiting information sources, learning process and language learning than students in the control groups. The experiment groups also showed students’ significant increased motivation in MI projects.

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.

The Relationship between Environment and Indonesian Language Learning

2021 ◽  
Author(s):  
Nurul Aliyah
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Tertiary Education ◽  
Surrounding Environment ◽  
Education Levels ◽  
Good Environment ◽  
The Relationship

The environment is a factor that greatly influences the learning process, especially learning Indonesian. A good environment will have a good impact on learning outcomes. Learning Indonesian is one of the compulsory subjects at the elementary to tertiary education levels. Environmentally based Indonesian language learning is held with a good aim, namely increasing students' interest in learning. When students are invited to study with the surrounding environment, it means that students will also learn how to communicate properly and correctly with the environment, think creatively, and find problems and solve problems around them.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

scholarly journals The Relationship of Indonesian Language Learning with the Environment

2021 ◽  
Author(s):  
Aprilia Rosa
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Experiences ◽  
Learning Activities ◽  
Cognitive Aspect ◽  
The World ◽  
Teachers And Students ◽  
Mental Abilities ◽  
Relationship Of ◽  
The Relationship

In the world of education there is a learning process carried out by teachers and students. Without the learning carried out by the teacher, of course students will not gain knowledge and experience about various things. The learning process is basically to develop the activities and creativity of students, through various interactions and learning experiences. However, in practice it is often not realized that there are still many learning activities that are carried out which actually hinder the activity and creativity of students. The learning process in the classroom generally emphasizes the cognitive aspect, so that the mental abilities learned are mostly centered on understanding knowledge and memory materials. In such situations, students are usually required to accept what is considered important by the teacher and memorize it. Teachers generally don't like the learning atmosphere where the students ask a lot of questions outside the context being taught. Seeing such conditions, the activities and creativity of students are hampered or cannot develop optimally.

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