Investigating English vocabulary teaching to EFL Students from the Perspective of Multiple Intelligences Theory Abstract

The present study investigates the relationship between multiple intelligence theory (MIT) and vocabulary teaching. (MIT) has prompted some educators and language scholars to reevaluate classroom practices in education and other aspects of language teaching and learning. This paper attempts to clarify the applications of this theory in the context of teaching and learning vocabulary. This study included 18 EFL instructors and 50 EFL sophomores. Some items for instructors and students were adapted from (Christison, 1996). After completing the questionnaire, the results of the instructors were compared with a classroom observation checklist to discover if there was a correlation between their MIT profile and the type of intelligence they employ in the classroom. The Chi-square test and Spearman correlation showed an association between the multiple intelligences (MIs) and instructional approaches of EFL instructors. However, age, field of study, and gender did not significantly impact EFL instructors' multiple intelligences teaching strategies and their student's learning styles.