An Analytical Study of English Language Learning Through a Multiple Intelligence and Constructivist Framework

This study aimed to evaluate the urgency of online English learning based on multiple intelligences within a constructivist framework. Employing a descriptive qualitative approach with case studies, the research collected data from informants, events, and documents through interviews, direct observations, and document analysis. Data analysis followed interactive techniques, including data reduction, presentation, and conclusion drawing. Key findings revealed that internal and external factors significantly influence the development of students' intelligence. Integrating English online learning with a multiple intelligences framework and a constructivist approach was essential to support educational goals. Additionally, the constructivist approach identified five learning models suitable for integrating multiple intelligences. The study concluded that implementing online English learning based on multiple intelligences and a constructivist framework is crucial for enhancing students' learning experiences. To facilitate this, developing a decision support system application was recommended. This system would assist educators in selecting appropriate learning models, ensuring more effective and efficient teaching processes. These insights highlight the importance of aligning teaching strategies with students' diverse intelligences to foster engagement and improve learning outcomes, particularly online education.